A utilização de funções matemáticas no ensino da Física através de atividades didáticas contextualizadas

Abstract

This paper analyzes through a field survey of the exploratory character of the use of mathematical functions through learning activities contextualized in order that the student identifies the mathematical equations approach in the teaching of physics are present in your day to day, from there, excited to be able to observe the knowledge of mathematical content that helps to externalize their thoughts and ideas. The purpose of this study is the study of physics, as regards the application of mathematical formulas in a more pleasurable, arousing the student for learning not only abstract but concrete. Thus to find that students have a better development and increase their interest in the articulation of theory and social practice in which you will be provided via survey when experienced in investigative activities related to the action. In physics classes show that these functions are necessary to solve problems-situations, in order to improve the approach to the teaching of physics. We divided the study into two phases: the first step we applied a pre-test consisting of six questions in two classes in the 1st year of high school at a school in private schools in the city of Cascavel - CE - Brazil, the second stage was worked in one of the classes, which has been called experimental, proposed activities contextualized always focused on the daily lives of students, while in another class called control continued to traditional classes. At the end was applied over an evaluation activity, ie a post-test also containing six questions in two classes, so that we could do a parallel between the two. All this based on recommendations of national curriculum guidelines, as well as a reference to David Ausubel's Meaningful Learning. Parameters have also been shown that guided the research and final analysis of data collected with concluding remarks.