Uma metanálise dos artigos sobre o ensino e a aprendizagem de função na Educação Básica publicados, por pesquisadores brasileiros, nos últimos dez anos, na revista Educação Matemática Pesquisa

Abstract

The objective of this work is to investigate what has been discussed in the Brazilian researches in the area of Mathematics Education carried out in the last ten years and published in the journal "Mathematical Education Research" (EMP), edited by the Program of Postgraduate Studies in Mathematical Education of the Pontifícia Universidade Católica de São Paulo (PUC / SP), regarding teaching and learning in Basic Education of the mathematical object function. A priori, a survey of the articles published during the considered period that dealt with the subject in focus in this investigation was made, and five of them, because they met the criteria adopted (authorship of Brazilian researchers and related to the processes of teaching and learning of function in Basic Education), were selected for analysis. Then, these were read in their entirety, and from this reading the categories emerged, through which we were able to perform a meta-analysis of the texts, articulating them; in addition to establishing general comparisons between the selected researches, evidences difficulties both teachers and students in relation to the concept of function or notions adherent to it and also obstacles related to the approaches present in the textbooks or to the strategies of teaching adopted in the classroom. The analysis of the articles showed that some of the difficulties faced by students in working with the concept of function are also obstacles presented by teachers themselves, who manifest weaknesses in relation to the knowledge of mathematical content. Issues related to different semiotic representations of functions are not fully understood even by teachers, as the articles analyzed indicate. The textbooks, in turn, as evidenced by the elements brought by the researches, often lack information that is really necessary for students to understand the concept of function, which consequently entails difficulties in teaching such content, once that these materials are often adopted as the only references by teachers. Another information brought by the analysis of the selected articles is that the differentiated strategies of teaching face resistance from both teachers and students themselves, accustomed to the so-called 'traditional lessons'