Geogebra como instrumento didático no ensino de funções trigonométricas: uma abordagem metodológica no contexto da educação matemática

Abstract

This study investigates the use of the software geogebra as a teaching tool for trigonometric functions in a second-year high school class at a private school in the city of Floriano, PI. The presence of technology in contemporary society is evident in everyday life, and technological resources have increasingly become part of the educational context. trigonometric functions constitute a mandatory curricular component in high school education; therefore, several technologies can be used to support the teaching of this content, particularly geogebra. In this context, the objective of this research is to examine the contributions of geogebra to the teaching and learning process of trigonometric functions. The methodology adopted consisted of field research of an applied nature, characterized as quantitative and, above all, qualitative. The development of the study includes a review of trigonometric functions content, along with the presentation of the software aligned with its classroom application. The research analyzes variations in the graphs of functions in order to associate theory and practice, aiming at meaningful learning. The results indicate that the use of geogebra contributed positively to the teaching of trigonometric functions, increasing student engagement and fostering greater interest in the study of mathematics. Furthermore, the research presents a teaching proposal grounded in meaningful learning theory, integrating mathematical knowledge with technological resources, since such elements are present in students’ daily lives, thereby contributing to an education connected to reality. The study reinforces the idea that the use of technological resources can make teaching more enjoyable and dynamic, acting as a mediating tool in the mathematics teaching and learning process.