Função Quadrática e o jogo da catapulta

Abstract

The article describes a didactic sequence for teaching quadratic functions, developed with 25 third-year high school students at a public school in Palmeira dos Índios (AL), within the scope of the Mathematics Teaching Laboratory course at UNEAL. The proposal included three stages: solving second-degree equations with a competitive approach, historical contextualization, and a game with toy catapults to explore parabolic trajectories. The results revealed elementary conceptual and operational difficulties among the students, highlighting challenges in relating the mathematical object to its representation. It was also noted that students showed disinterest in the more expository stages, contrasting with greater engagement in the playful activity with the catapult. It was also evident that students' previous experiences with quadratic functions were insufficient to consolidate the concept, indicating the need for contextualized and diversified approaches. It is concluded, therefore, that the use of games proved effective in increasing participation and enhancing learning, as well as supporting reflections on pedagogical practices and future research in Mathematics education.