Uma proposta de sequência didática utilizando o geogebra como recurso de ensino de fatoração

Abstract

This research focuses on the use of the GeoGebra software as a didactic resource for teaching factoring in mathematics. The theme emerged from the researcher's professional experiences regarding difficulties encountered in the teaching of mathematics, specifically in the context of factoring. The main objective was to develop a teaching proposal in the form of a didactic sequence, using GeoGebra, for the study of factoring in the final years of elementary school. The aim was to understand the pedagogical possibilities of this educational tool for the teaching and learning process. The research question sought to comprehend the potentialities and limitations that this tool highlights in facilitating the construction of algebraic and geometric knowledge. The research followed a qualitative exploratory approach. Initially, a literature review was conducted to provide the necessary theoretical foundation for the later stages. The strategy of solving and formulating problems was chosen to guide the actions proposed in the didactic sequence. Through the activities developed, it was observed how GeoGebra can be an auxiliary mechanism for the teaching and learning of factoring. Consequently, it was possible to conclude that the integration of digital technologies into various mathematical content, without neglecting traditional methods but imbuing them with new possibilities, can make the teaching of the subject more satisfactory for those involved.