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Artículos

Vol. 26 No. 2 (2023): Julio

LEARNING FUNCTIONS AS A PROCESS OF PROGRESSIVE MATHEMATIZATION: HIGH SCHOOL STUDENTS FACING A DIDACTIC SEQUENCE ON FREE FALL

DOI
https://doi.org/10.12802/relime.23.2621
Submitted
April 17, 2024
Published
2023-07-31

Abstract

This research examines how high school students understand and develop the concept of function through a didactic sequence that uses free fall as the phenomenon of study. Framed within Realistic Mathematics Education, the sequence fosters active learning and encourages the transition from informal to formal knowledge. The methodology includes stages of anticipation, experimentation, analysis using Tracker software, and algebraic formulation. This didactic design motivates students to move from an intuitive perception to an abstract and general understanding of functions. The results highlight students' progress in linking different representations of functions, whether graphical, algebraic, tabular, or descriptive. Using the Tracker tool was fundamental in supporting the visualization and analysis of the data. The research concludes that progressive mathematization and active learning are helpful for a comprehensive and versatile understanding of functions.

References

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