Mathematics, Art and Technology in the context of the Theory of Didactic Situations

Abstract

In this work we investigated the possibility of articulation between Mathematics, Art and Technology in the teaching and learning of graphs of the trigonometric sine function. The proposed teaching methodology is based on the Theory of Didactic Situations.This research was conducted during an extension course;whose target audience was first year students of the undergraduate course in mathematics at UTFPR. The Didactic Situations (DS) were developed as follows: discussion on the concept of art; activity of creation of designs, artwork, just with the form of the sine function; activities on f(x)=C+A sen(Bx), variations of the values of A, B and C, and making graphs with GeoGebra; rereading of the artwork from the point of view of the sine function. We conclude that it is possible to articulate Mathematics, Art and Technology from SD in a certain milieu, contributing to the teaching and learning process of students.