Approaches To Introductory Function Concepts Through Problem Solving

An Experience In Supervised Internship

Abstract

This article presents considerations and reflections about some activities carried out with a class from the 1st year of high school, in which we work with the content of introduction to functions, using problem-solving teaching-learning methodology, as recommended by Onuchic and Allevato (2011), Polya (1997) and Butts (1997), among others. Such activities were developed during the supervised internship, in the first semester of 2019, in the discipline of Mathematics Teaching Methodology and Practice - Supervised Internship II, offered in the fourth year of the Degree Course in Mathematics at the State University of Western Paraná, campus of Cascavel. In addition to reporting the activities developed and the work done by the students, we present a brief background on problem solving. Finally, we conclude that the practice carried out provided teachers in formation with a rich process of experimenting and reflecting on the performance of activities through problem solving and high school students the possibility of getting involved and participating in an activity in which they could become involved. expose, use your previous knowledge and learn from mistakes.