Outlining Trigonometric Function Tasks Through The Attention Top-Down Mechanism
DOI:
https://doi.org/10.5007/1981-1322.2021.e82929Abstract
This article discusses mathematical tasks for teaching trigonometric functions from the perspective of developing the top-down attentional mechanism (cerebral), in line with the Didactics of Mathematics, with the Anthropological Theory of Didactics and Cognitive Neuroscience. We investigated the minimum elements that a trigonometric task must contain to activate the expectations of the top-down mechanism, making it feasible in the construction of mathematical knowledge. Tasks in the 2nd Mathematics textbook were analyzed. Year of High School as to the conditions and restrictions of implementation of these tasks and ostensible objects that could evoke the non-ostensible ones necessary to the resolution were sought, based on what is available in their memory, associating them to the investigated attentional mechanism. For the analyzes, the model of elaboration and presentation of types of trigonometric tasks proposed was used. The analyzes showed that trigonometric tasks based on the minimum activation requirements of the top-down attentional mechanism is a path for trigonometric education and thus for mathematical learning.
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