USE IN TEACHING GEOGEBRA DIFFERENTIAL AND INTEGRAL CALCULUS: AN EXPERIENCE WITH STUDENTS IN HIGHER EDUCATION

  • Géssica Germana Silva Santos Universidade Federal de Pernambuco
  • José Alex dos Santos Universidade Federal de Pernambuco
  • Marcos Aurélio Alves e Silva Universidade Federal de Pernambuco

Resumo

This work aims to socialize an experience of the authors with students who experience the experience of monitoring the course of Differential and Integral Calculus II of Undergraduate Mathematics, Chemistry and Physics on using Geogebra artifact as facilitator of the process of teaching and learning. We put two questions which referred to contents experienced in discipline and needing Outline graphs, asking students to solve them through the more traditional way, with the help of the frame. In the second used the feature to geogebra from there to understand how learning in the traditional way and bringing educational innovations. The study was conducted from a qualitative analysis of interview questions that docked on the experience of students with the educational software. In the speeches was notorious among many, the following questions: facilitates the assimilation of content helps in viewing after the calculation, makes it easier to understand the graph. It could be observed through this analysis that the use of Geogebra satisfactorily facilitated students' understanding about the content of the disciplines of Differential and Integral Calculus, providing spaces discussions new technologies and teaching of calculus.

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REZENDE, W. M. Teaching calculus: epistemological difficulties. Disponível em: . Acesso em: 30 jul. 2013.
Publicado
2016-01-08