Um Estudo sobre a Aprendizagem de Função Exponencial no Ambiente Computacional

Abstract

GeoGebra software has an interface that enables the simultaneous operation of two types of representation of function records, algebraic and graphic. This possibility of exploring two types of records matches the idea of the Theory of Semiotics Representation Registers (TRRS), handling and coordination of at least two representations of the same mathematical object, defended by Raymond Duval. Thus, this article aims to understand how the use of GeoGebra software can help high school students in learning exponential function through mobilization, manipulation and coordination of semiotic representations during an interventional activity. Therefore, an intervention instrument composed of seven activities which included the study of the exponential function based on TRRS. The instrument was administered to a group of students first year of high school from public school located in the extreme south of Bahia. The analysis of this instrument was qualitative and revealed that the GeoGebra software can assist students in learning exponential function, since the answers given by the students in the activities indicated that most of the students responded assertively, building knowledge about the mathematical object under study through mobilization, manipulation and coordination of representations and exploitation properties of studied function.