O papel da Educação Matemática na abordagem da propagação da Dengue

um relato de experiência em Santa Catarina

Abstract

This text presents a perspective of how an activity on exponential function prepared in GeoGebra can be worked in parallel to the geometric progression subject to overcome gaps and lags in mathematics, resulting from non-face-to-face classes in a second-year high school class. This activity sought to make students explore the representation of the same mathematical object in the registers of: natural language, algebraic, numerical and graphic. We analyzed the responses stored in the online GeoGebra Groups platform from the perspective of Duval's Theory of Registers of Semiotic Representations. We verified the difficulty for students to move from one register to another, especially in the conversion of representations and the need to stimulate and guide the recomposition of learning.