ntegration of Digital Technologies and Interactive Teaching Sequence: A Study on Quadratic Functions with PhET

Abstract

This article addresses the teaching of quadratic functions, emphasizing the integration of active methodologies and digital technologies to promote student protagonism and autonomy. Using a qualitative approach with 9th-grade students in a public school in Natal/RN, the research applies the Interactive Didactic Sequence (IDS), based on the Hermeneutic-Dialectic Circle, integrating PhET simulators. The methodology includes diagnosis of prior conceptions, group discussions, and collaborative synthesis, enriched by technologies such as PhET, which promote visualization and manipulation of graphs. Results show an evolution from fragmented initial ideas (focus on x² and the Quadratic Equation Solving Formula, known in Brazil as Bhaskara's Formula) to more integrated understandings, with an emphasis on parabolas and real-world contexts, although difficulty persists in the analysis of coefficients such as b. The IDS, combined with digital tools, fosters engagement, autonomy, and critical thinking, despite challenges such as limited infrastructure. It is suggested that this be expanded to other levels and policies for access to free technologies, contributing to a more inclusive and innovative mathematics education.