Proposal for calculating indefinite integrals of rational and irrational functions in the teaching-learning process
Keywords:
Teaching-learning process; Indefinite Integrals.Abstract
This article sought to analyze the difficulties faced by 12th-grade students at the Soyo Teacher Training School (Magistério do Soyo), majoring in Mathematics and Physics, regarding the calculation of indefinite integrals of rational and irrational functions. Its purpose is to propose illustrative activities for calculating indefinite integrals of rational and irrational functions within the teaching-learning process, contributing to the development of calculation skills. Using a qualitative and quantitative approach, a questionnaire applied to students revealed that 68% of them show deficiencies in solving exercises related to indefinite integrals, affecting the Mathematics teaching-learning process. Interviews with teachers reflected methodological insufficiencies that contribute to the students' problems. In the final considerations, the analysis obtained through field research and the various conflicts and tensions presented by the research subjects were highlighted. The final result is a proposal for illustrative activities for calculating indefinite integrals of rational and irrational functions with a theoretical-practical focus, where the student progresses through various levels of knowledge, from the theoretical to the practical level.
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