<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2018000300713</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.18.058.ds06</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Proposição de tarefas com TDIC em aulas de Cálculo]]></article-title>
<article-title xml:lang="en"><![CDATA[Proposition of tasks with DCIT in Calculus classes]]></article-title>
<article-title xml:lang="es"><![CDATA[Proposición de tareas con TDIC en las clases de Cálculo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Trevisan]]></surname>
<given-names><![CDATA[André Luis]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fonseca]]></surname>
<given-names><![CDATA[Maycon Odailson dos Santos da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Palha]]></surname>
<given-names><![CDATA[Sonia Abrantes Garcez]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Secretaria Estadual de Educação do Paraná  ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Amsterdam University of Applied Sciences  ]]></institution>
<addr-line><![CDATA[Kohnstammhuis Wibautstraat]]></addr-line>
<country>Netherlands</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>58</numero>
<fpage>713</fpage>
<lpage>738</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2018000300713&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2018000300713&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2018000300713&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Considerando que o processo de elaboração, aplicação e refinamento de tarefas que façam uso de TDIC configura-se como uma importante atividade no âmbito do ensino, o objetivo deste texto é apresentar uma reflexão sobre os resultados de uma experiência de ensino na qual foi proposta uma tarefa com uso do Geogebra na disciplina de Cálculo Diferencial e Integral. Para tanto, adota pressupostos da pesquisa baseada em design e apresenta uma análise retrospectiva de dados oriundos do trabalho com uma tarefa para exploração de ideias necessárias à compreensão do conceito de derivadas. Como resultado desta reflexão, evidencia-se uma suposta &#8220;falha&#8221; na interação entre os estudantes e o aplicativo, relacionada com aspectos do ambiente de aprendizagem, por sua vez inter-relacionados entre si, a constar: o enunciado da tarefa; a TDIC; a interpretação das ações, explicações e interação dos estudantes; a interação entre professor e estudantes no processo de formalização. Este resultado confirma a importância de uma análise integrada de experiências de ensino e permite apontar sugestões específicas para um melhoramento da interação entre os estudantes e o aplicativo em termos de elaboração da tarefa e do ambiente de ensino e de aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Considering that the process of elaboration, application and refinement of tasks that make use of DCIT is an important activity in the scope of teaching, the objective of this text is to present a reflection about the results of a teaching experience in which it was proposed a task with the use of Geogebra in the discipline of Differential and Integral Calculus. To do so, it adopts design-based research assumptions and presents a retrospective analysis of data from the work with a task to explore the ideas necessary to understand the concept of derivatives. As a result of this reflection, an alleged &#8220;failure&#8221; in the interaction between the students and the application, related to aspects of the learning environment, in turn interrelated to each other, is recorded: the task statement; the DCIT; the interpretation of the actions, explanations and interaction of the students; the interaction between teacher and students in the process of formalization. This result confirms the importance of an integrated analysis of teaching experiences and allows us to point out specific suggestions for improving the interaction between students and the application in terms of task development and the teaching and learning environment.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Considerando que el proceso de elaboración, aplicación y refinamiento de tareas que hacen uso de TDIC se configura como una importante actividad en el ámbito de la enseñanza, el objetivo de este texto es presentar una reflexión sobre los resultados de una experiencia de enseñanza en la cual se propuso una tarea con uso del Geogebra en la disciplina de Cálculo Diferencial e Integral. Para ello, adopta presupuestos de la investigación basada en diseño y presenta un análisis retrospectivo de datos oriundos del trabajo con una tarea para explotar las ideas necesarias para la comprensión del concepto de derivadas. Como resultado de esta reflexión, se evidencia una supuesta &#8220;falla&#8221; en la interacción entre los estudiantes y la aplicación, relacionada con aspectos del ambiente de aprendizaje, a su vez interrelacionados entre sí, a constar: el enunciado de la tarea; el TDIC; la interpretación de las acciones, explicaciones e interacción de los estudiantes; la interacción entre profesor y estudiantes en el proceso de formalización. Este resultado confirma la importancia de un análisis integrado de experiencias de enseñanza y permite apuntar sugerencias específicas para un mejoramiento de la interacción entre los estudiantes y la aplicación en términos de elaboración de la tarea y del ambiente de enseñanza y de aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Cálculo Diferencial e Integral]]></kwd>
<kwd lng="pt"><![CDATA[Tarefas matemáticas]]></kwd>
<kwd lng="pt"><![CDATA[TDIC]]></kwd>
<kwd lng="pt"><![CDATA[Ambiente de ensino e de aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Teaching and learning of Differential and Integral Calculus]]></kwd>
<kwd lng="en"><![CDATA[Mathematics tasks]]></kwd>
<kwd lng="en"><![CDATA[DTIC]]></kwd>
<kwd lng="en"><![CDATA[Teaching and Learning Environment]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de Cálculo Diferencial e Integral]]></kwd>
<kwd lng="es"><![CDATA[Tareas matemáticas]]></kwd>
<kwd lng="es"><![CDATA[TDIC]]></kwd>
<kwd lng="es"><![CDATA[Entorno de enseñanza y aprendizaje]]></kwd>
</kwd-group>
</article-meta>
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