Abstract

VIEIRA ALVES, Francisco Regis  and  MONTEIRO MARINHO, Monique Rafaela. Engenharia Didática no contexto da Transição Complexa do Cálculo - TCC: o caso da série de Laurent. Rev. electrón. investig. educ. cienc. [online]. 2017, vol.12, n.2, pp.1-28. ISSN 1850-6666.

This article presents a Didactical Engineering - DE, in view of the teaching of the Laurent serie´s notion. The aforementioned subject is presented as a compulsory study in many undergraduate mathematics´courses in Brazil, within the discipline of Introductory to Complex Variable. Thus, as constitutor a frame taken as reference in the DE considers the perspective of analysis provided by the Complex Transition of Calculus - CTC, in order to identify and register some transition elements and breaking elements, conditioned by a contact of five students´group and a teacher with the Theory of functions in complex variable. Developed at the Federal Institute of Education, Science and Technology of Ceara ´IFCE, in 2015. The paper reports a complementary perspective about the adoption of a research design in order to use the Theory of Didactical Situations - TSD, with the goal of describing and desiging teaching situations, anchored in a mediation that sought to accentuate the visualization as the catalyst and mobilizing process of a tacit and intuitive knowledege of the students participating of the investigation. In the list of the data collection presented, as a result of the development of all phases planned by DE, are highlighted: the mediation of the experiment participant teacher is really affected and modified by the technology´s use (the software Geogebra); the students expressed some intuitive and heuristic interpretations, both in cognitive analysis phase, and the experimentation´s phase, related to the Laurent´s series, they expressed an kind of understanding, through a dynamic visualization of the representation of Laurent´s series. Moreover, the data indicates the appropriation of a certain concept of the theory through the mother langue and the mobilization of knowledge (gestural actions and the use os methaphors) that go beyond the formal and mathematical structural model into discussion.

Keywords : Didactical Engineering; Complex Calculus Transition; Teaching; Laurent´s series.

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