Main Article Content
The research objective of this study was to evaluate the use of Physical Education classes as didactic laboratory for lessons in Mathematics, presenting an alternative way to conduct classes, mainly of quadratic functions, illustrating basic concepts such as graphs plotting and determination coefficients, analyze if such use achieves some of the goals of using a Didactic Laboratory in addition to research ways to interdisciplinary with Physics. Discusses an action in which students work in groups to solve problems proposed based on empirical data obtained through play activities and measures of athletics values practiced by the students allowing may have the opportunity to produce arguments and more meaningful answers, which would improve the overall learning. The athletics and recreational activities are then used as problematic objects both empirically and qualitatively. As a result, it was observed that some of the objectives of a Didactic Laboratory are achieved when using the Physical Education classes and it appears that this feature is much more available in public schools than they are equipped with a science laboratory.
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.
Borges, A. T. New Directions for the School Science Laboratory. Brazilian Physics Teaching Notebook, v.19, n. 3, p. 291-313, dez. 2002.
Grandini, N. A.; Grandini, C. R.: Didactic Laboratory: Importance and Use in the Teaching-Learning Process. XI Research Meeting in Physics Teaching - Curitiba - 2008.
Iezzi, G.; Murakami, C.; Fundamentals of Elementary Mathematics, Volume 1, Sets and Functions. Editora Atual, São Paulo, 1993.
Lima, E. L.; Numbers and Functions, PROFMAT Collection Brazilian Society of Mathematics, Rio de Janeiro, 2013.
Villani, C. E. P.; Nascimento, S. S.: The Argumentation and Science Teaching: An Experimental Activity in the Didactic Laboratory of Physics in High School. Science Teaching Investigations - V. 8(3). pp. 187-209, 2003.
Villatorre, A. M.; Higa, I.; Tychanowicz, S. D.; Didactics and Evaluation in Physics, Collection Methodology of Mathematics and Physics, volume 1, Curitiba, 2008.