O Ensino de funções afins com o uso do Geoplano: uma proposta didática para o 1o ano do ensino médio

Abstract

The present research consists of a proposal regarding the use of the Geoboard as a pedagogical tool in teaching linear functions to first-year high school students. It is justified by observations made during internships and practical experiences, which revealed that most students struggle with complex mathematical concepts, especially when these topics are taught through traditional methods. In this context, the importance of concrete materials that allow experimentation, observation, and conceptual understanding becomes evident. The Geoboard emerges as a valuable resource, supporting the comprehension of the structure of linear functions. The objective of this study was to develop and analyze a didactic sequence that incorporates the Geoboard to explore concepts such as slope, y-intercept, and the graphical representation of a line. The approach adopted was qualitative, involving a case study and data analysis, grounded in research on manipulatives, meaningful learning, and the guidelines established by the BNCC. The results indicate that the Geoboard aids students’ understanding of line inclination and displacement through visualization, strengthening the connection between algebraic expressions and graphical representation, and promoting greater student engagement. It is concluded that the use of the Geoboard makes the teaching of linear functions more accessible,