Problem-Posing of Affine Function:preferences, knowledge and experiences of students

Abstract

In this work, we present an experience of Problem-posing in Mathematics for the studies of Affine Function, which occurred in a class of 1st Grade of High School, of a State Public School, in the city of Marataízes - ES. Of a qualitative nature, the data were produced during the stage of conducting Supervised Internship III, of the Higher Degree in Mathematics at the Federal Institute of Espírito Santo (Ifes), Campus Cachoeiro de Itapemirim - ES. The students were asked to problem-posing that contemplated the Law of Formation of an Affine Function. The analysis of the data allowed us to conclude that the Problem-posing reinforced the student protagonism in the mathematics classes, allowing the development of argumentation and critical thinking, important in learning, and allowed to reveal the students' preferences, knowledge and experiences in the problem-posing, generating motivation in mathematics.