Desenvolvimento de aplicativos para a aprendizagem significativa de equações de segundo grau

Abstract

This study aims to analyze the possible contributions of using App Inventor for the meaningful learning of concepts related to Quadratic Polynomial Equations. Based on Ausubel’s Theory of Meaningful Learning and Papert’s constructionism, the study sought to identify students’ prior knowledge, such as variable substitution, the order of basic mathematical operations, and fundamental notions of logic, which are essential for using the platform. The learning analysis was conducted through the creation of applications, using App Inventor as a tool to promote a practical and active approach to knowledge construction. In addition to solving problems involving Quadratic Polynomial Equations, the adopted methodology provided students with an alternative to traditional approaches, exploring block-based programming as a means to facilitate the understanding of mathematical concepts. The results indicate that the use of block-based programming not only supported the comprehension of mathematical, content but also contributed to the development of cognitive skills, such as logical thinking and problem-solving. Furthermore, the application of this approach in mathematics teaching stimulated competencies associated with computational thinking, aligning with the BNCC guidelines and preparing students for the challenges of the digital and technological world.