Contextualized didactic sequence for learning linear functions
Abstract
Teaching linear functions often focuses on procedures and exercises that are only weakly connected to real-life situations, which limits understanding of the relationship between variables and the link among algebraic, graphical, and tabular representations. As an alternative, this article presents the design and evaluation of a contextualized didactic sequence based on Blum and Leiß’s modeling cycle, supported by the PhET simulation “Eating and Exercise,” and in the context of processed food and sugar consumption. This quasi-experimental quantitative study used a one-group pretest–posttest design with 22 students aged 15 to 17. A nine-item instrument was employed, addressing variable identification, algebraic structure, modeling, evaluation, and interpretation of linear functions. Following the implementation of the sequence, which consisted of eight sessions, an overall improvement of +37.4% in the percentage of correct answers was recorded, with comparable increases among students, only lower in 9.1% of participants. The results suggest that the strategy can improve learning, promote equity, encourage reflection on self-care, and increase student interest and participation.
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