Contributions of the Propositional Analysis of Concepts (PAC) model for the elaboration and validation of a didactic sequence with a historical-philosophical approach

Abstract

This paper aims to show the results of an investigation about the construction and application of a didactic sequence of trigonometry, validated through a Significant Learning instrument called Propositional Analysis of Concepts (PAC). Thus, this study aims to contribute to a historical-philosophical approach and the validation of trigonometry learning in High School. The didactic sequence is based on the research methodology called Didactic Engineering, applied to the high school students of a public school in the city of Londrina – Paraná state. It was possible to conclude that the constructed approach proved to be effective for learning trigonometry, enabling the manifestation of mathematics cognitive values in the didactic sequence and its incorporation into the student's knowledge.