Geogebra e o ensino de funções trigonométricas : percepções dos estudantes do ensino médio

Abstract

This qualitative and case study investigation aimed to understand the perceptions of high school students about the use of GeoGebra software for the study of trigonometric functions. The participants were 58 students, aged between 16 and 17 years old, from two high school classes from a private school located in the Porto Alegre city. The content of trigonometric functions was developed through the application of a didactic sequence that contained activities to be performed in the GeoGebra software. As data collection instruments, two questionnaires were used, composed of both open and closed questions. The responses to the questionnaires were analyzed qualitatively using the Discursive Textual Analysis method. In the data analysis, three a priori categories were used, namely: Usability; Motivation and Engagement; and Learning. In the analysis, it was possible to identify and recognize how students perceived the use of the GeoGebra software in high school math classes. As a main result, it is concluded that for learning to occur through GeoGebra it is necessary for students to acquire technological knowledge (referring to the tools available in the software) and knowledge of the content (referring to trigonometric functions) concurrently.