Categories of Intuitive Reasoning in the teaching of parabolas: A structured practice in Didactic Engineering
Renata Teófilo de Sousa 1 * , Francisco Régis Vieira Alves 1 , Ana Paula Aires 2 3
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1 Federal Institute of Education, Science and Technology of Ceará, Fortaleza, BRAZIL2 University of Trás-os-Montes and Alto Douro, Vila Real, PORTUGAL3 CIDTFF–Research Center on Didactics and Technology in the Education of Trainers, University of Aveiro, Aveiro, PORTUGAL* Corresponding Author

Abstract

This work is the result of a pre-experiment carried out as part of a master’s course, dealing with the study of the parabola through different mathematical views. It aims to recognize possible didactic obstacles in its teaching, based on intuitive manifestations in the resolution of a didactic situation based on GeoGebra software. The methodology adopted was didactic engineering in its four phases, experimented with a teacher in initial training. The observation and data collection provided us with elements for a posteriori analysis and validation of the experiment in which we verified the need to discuss the parabola, articulating its geometric, algebraic, and analytical views.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2023, Volume 18, Issue 4, Article No: em0746

https://doi.org/10.29333/iejme/13514

Publication date: 01 Oct 2023

Online publication date: 31 Jul 2023

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