Notion of quadratic function in the transition between basic education and higher education
DOI:
https://doi.org/10.5007/1981-1322.2020.e70233Abstract
This article aims to analyze the notion of quadratic function comparing expected and existing institutional relationships and expected personal relationships, represented respectively by the approach developed in three textbooks, one of the final series of Elementary School, one of High School and the discipline of Instrumental Mathematics for Engineering courses. In addition, the institutional expectations analyzed through the macro-assessment SARESP. It is a qualitative research that uses the method of documentary research. Theoretically, research is based on the anthropological theory of Didactics, by Chevallard, The theoretical approaches in terms of Douady's frames and change of frames, levels of conceptualization and levels of knowledge defined by Robert and points of view according to Rogalski complement the theoretical framework. Thus, a grid with the categories of analysis of the types of tasks on quadratic function that we can find in the transition between Basic Education and Higher Education was defined a priori. This study made it possible to identify which knowledge about the notion of quadratic function can be considered as prior knowledge that can be mobilized or available to the students who begin the engineering course, which can help in proposing new ways of working with these students.
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