A Representação Gráfica Digital da Função Exponencial no Geogebra a partir de dados do IBGE: ressignificando o processo de ensino e aprendizagens da Matemática na Educação Básica

Abstract

This paper presents the diagnosis of a study of the digital graphic representation of the exponential function through Geogebra, with the use of digital technologies, in an environment of reflection and innovation, to enable students to develop their cognitive skills and abstract and scientific thinking. To this end, we based on theories of mathematical didactics, mainly the Theory of Register of Semiotic Representation, mathematical modeling, and reflective teaching. The methodological approach was intervention-based, with qualitative analysis, based on a didactic sequence developed for 10 high school students, with an introduction carried out through the mathematical study of IBGE census data. The didactic activities involved the conversion of the algebraic representation to the digital geometric representation, focusing on the learner's protagonism and authorship. Our research was supported by the relationship between theory and practice, with teaching and learning about the exponential function, specifically its digital graphic representation, and confirmed the importance of continually reflecting on teaching practice, especially with the possibility of didactic exploration of technological resources and advances. We also confirmed the importance and need for learners' commitment and the relevance of the aggregation of sciences for cognitive development and knowledge construction.