Ensino de progressões aritméticas com o app Inventor: por uma aprendizagem significativa

Abstract

Mathematics education is challenged to engage students in this process. To do so, it is necessary to deconstruct negative perspectives and reconstruct algebraic procedures and abstract concepts in contextualized situations. This research is guided by the question: how does building apps with App Inventor permeate mathematics teaching from the perspective of meaningful learning? Thus, it investigates the potentialities and limitations, from the perspective of the aforementioned theory, of teaching Arithmetic Progressions in high school, organized around the building of apps with App Inventor. To this end, this learning theory is related to the construction of mathematical knowledge based on Ausubel (2003) and the works of Marco Antonio Moreira, such as Moreira (2012), who presents steps for developing a didactic sequence aimed at meaningful learning, called a Potentially Meaningful Teaching Unit. This outline links the technological resource for app development, App Inventor, which characterizes the contemporary technological society in which students live. Thus, this exploratory qualitative research is guided by the Didactic Engineering methodology, collecting data from a field study conducted with third-year high school students at a state school in northern Rio Grande do Sul. Based on the analyses, we verified the students' motivation when working with App Inventor, and the Potentially Significant Teaching Unit, developed, implemented, and analyzed, is considered an alternative that favors meaningful learning of Arithmetic Progression content. It serves as inspiration for exploring App Inventor in Basic Education, elucidating the organization of teaching based on the Theory of Meaningful Learning, which is the essence of the idealized Educational Product, corresponding to a pedagogical notebook.