O uso do jogo de xadrez e do software geogebra no ensino de funções

Abstract

This work is the result of research that was carried out on the use of the chess game and the geogebra software in teaching functions. Considering alarming data released about the low performance of students in mathematics in high school, there was a need to study this case and propose satisfactory ways to improve the situation. As we are mathematics graduates and work in 1st year high school classes through the Institutional Teaching Initiation Scholarship Program (PIBID), we propose an intervention that covers logical reasoning and the subject of functions, which is the main content of this teaching stage. The main objectives of the research were to enhance the learning of functions through geogebra and the game of chess, work on students' difficulties that were identified throughout the first semester in PIBID's weekly activities, use activities already worked on with students focusing on their learning already acquired, Add playfulness to the learning process, give students autonomy, guide the use of technologies in teaching mathematics through the free geogebra application, relate the chessboard with functions, promote the development of students' cognitive logical reasoning with materials playful and concrete and evaluate the teaching-learning process throughout the project. The research was qualitative in nature, as the focus was to understand the students' learning process, the construction of knowledge from a more playful and technological perspective. To carry out the project, we began a bibliographical research to find out about works and authors that have a similar approach and where we can base ourselves. We are based mainly on Paulo Freire in educational theories and some authors on technology and the use of concrete materials in learning. After writing the project, we started building the chess sets that we took to the classroom, as we could not buy them for all the students, and then we implemented the project with the students. The chess game was first used to stimulate the development of students' logical reasoning, practicing some logical situations that, based on basic knowledge, are now possible for students to solve or understand. Afterwards, we present an introduction about functions and relate the board of chess with the quadrants of the Cartesian plane, enumerating the chessboard and giving coordinates on the plane for students to find a chess piece that would be located at that coordinate. Next, we paid more attention to the exponential function, introducing the story of chess, which shows exactly a question of exponential function. In addition to working on the content, it also contextualizes it, using the history of mathematics, bringing together a range of content in one class. After carrying out the exponential function calculations, the students used the geogebra application to help them construct the graphs. We think this is important because students are young and have a lot of contact with technology in their daily lives, but it is rarely used in the classroom, and it can be an ally for students and teachers if it is used well in the teaching-learning process