Abstract:

This work is based on the theoretical framework of the Ontosemiotic Approach (OSA) by Godino and coworkers, it analyzes the didactical suitability a posteriori of a didactic intervention in the learning of the theme "Curve adjustment and interpolation" in a course of the second-year students (17 men, 85% and 3 women, 15%) in the Numerical Analysis course of a Control and Automation Engineering degree at the Federal Institute of Education of Pará – IFPA, Campus Belém (Brazil).

In the first stage, students' errors and difficulties (semiotic conflicts, Godino and coworkers) were identified and understood in distance teaching. Distance learning was adopted due to the pandemic situation caused by Covid-19. In the second stage, a remote didactic intervention was implemented using a task built to help the students in the "curve adjustment and interpolation" topic of numerical calculus using technologies (free computer software - octave, spreadsheet and free android apps for mobiles). This task was designed to address the detected semiotic conflicts in order to solve them. Those conflicts were detected with greater intensity in this distance teaching.

This work is part of a broader investigation of a qualitative nature that aims to describe the way in which Numerical Analysis students (from several higher education degrees) appropriate and use technologies as an element to support learning in this course, namely in the "Curve adjustment and interpolation" topic. It is also intended to devise which technological tools are appropriate and which help and encourage the students work in this course.

In the Numerical Analysis course, the implementation of the didactic intervention was outlined following a qualitative and interpretive paradigm perspective, using a test to detect the semiotic conflicts, student tasks, and with an opinion survey of the students.

This work presents the first description and analysis of the didactic adequacy a posteriori of the didactic intervention carried out. As a result, there was a high didactic adequacy for ecological (curriculum adequacy, in particular), epistemic (problem situations, language, rules, arguments and relationships) and mediational (resources - guiding task and technologies - as well as time) facets. Perhaps due to the fact that distance learning was adopted in a pandemic situation, the interactional (dialogue, interaction and communication) and affective (interests and motivation) facets were not so successful.

Keywords:

Distance learning, Numerical Analysis, Technology, Didactic suitability, Ontosemiotic approach.