Estratégias para o ensino de logaritmos visando a aprendizagem significativa

Abstract

The main objective of this thesis is to present strategies that can be applied in classrooms to teach logarithms, their properties, their use in solving exponential equations, the mechanisms of solving logarithmic equations and inequalities, logarithmic functions and their graphs in high school, aiming at the occurrence of meaningful learning. Throughout this process of creating strategies, questions taken from the National Secondary Education Examination that use logarithms (directly or indirectly) in their resolutions were used. Resources that encourage and intensify student participation in classes were also explored, such exploratory-investigative processes and the use of technologies, in order to make the material potentially meaningful and estimulate in the student the predisposition to learn. Initially, a bibliographical research was conducted to compose a theoretical foundation that sought to systematize definitions and propositions related to logarithms applicable to high school, followed by their complete demonstrations, in addition to an analysis intending to understand the configuration of the teaching of logarithms currently in Brazil. Since learning relies on teaching, and vice-versa, these strategies were divided into two didactic sequences, each of them based on integrative reconciliation or progressive differentiation, two concepts linked to David Paul Ausubel's Theory of Meaningful Learning, and which contribute, independently or combined, to the process of signification, facilitating the anchoring of new subsuming concepts and the modification of those already existing in the cognitive structure of the students. The purpose of the tasks designed and the proposed approaches is not to tie the teacher to them, making their planning rigid, but to serve as a guide to imagine, organize, execute and evaluate classes in high school, providing the teacher flexibility to adapt and improve their teaching practice.