Utilização de sequência didática para o ensino de funções no Ensino Médio: um estudo no Colégio Militar de Brasília

This article analyzes a didactic sequence applied to teaching functions in the 1st year of high school at the Colégio Militar de Brasília, covering concepts such as affine and quadratic functions. The methodology included an initial questionnaire, diagnostic assessments, structured interviews, lectures, guided study and activities with Geogebra. The results reveal that students face difficulties in recognizing mathematical notations in function theory and in contextualized problems. However, they demonstrate that the initial activities of the didactic sequence contributed to improving classes and facilitating understanding of the content about functions. The study highlights the importance of the applicability of diverse and adaptive methodologies to overcome gaps in knowledge that exist among students in the Mathematics discipline.