Um caminho para o ensino de equações de segundo grau na educação básica

Abstract

This research seeks to bridge the gap between theoretical and practical Mathematics Education. In this sense, it was developed from the formulation and proposition of a didactic sequence on quadratic equations for ninth-grade students in elementary school. The research was guided by the following investigative question: how to articulate theoretical knowledge from Mathematics Education and organize it for mobilization in the teaching of quadratic equations in ninth-grade classes of elementary school? The main objective was to establish a connection between theoretical knowledge of Mathematics Education and its practical applications in the classroom. In line with this objective, three specific goals were outlined: (i) to understand how the teaching of quadratic equations has been conducted in different educational contexts in Brazil; (ii) to construct a theoretical framework encompassing various methodological trends present in Mathematics Education; and (iii) to develop and propose pedagogical activities that explore these trends in an applied manner to the teaching of quadratic equations. The research was inspired by narrative inquiry, which allowed for the analysis of the proposed activities, student dialogues, interactions between students and the teacher, and other elements involved in the development of the didactic sequence. As a result, the research highlighted Digital Information and Communication Technologies (ICT) to propose a union between theoretical Mathematics Education and its applications in the classroom. We hope this work contributes to a closer relationship between the theories and practices of Mathematics Education.