This article aims to analyze the process of the progressive mathematization of the concept of the function by secondary school students through the resolution of a free fall situation. A free-fall mathematical situation was designed and experimented using the Tracker software to obtain movement data. Worksheets and conversations were collected between students and the teacher, and experiments and class discussions were filmed. The analysis consisted of identifying the development from informal strategies associated with the context of the problem to formal procedures. The results show that the process brings meanings to mathematical ideas such as variation, variables, and the relationship between variables, allows coordination and transition between representations and contributes to the learning of functions as a representation of the variation of physical phenomena.
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