Theoretical and methodological directions on the concept of function in teaching education: a systematic literature review

This article aims to describe theoretical and methodological aspects of research on the concept of function in teaching training education based on a systematic literature review. The systematic review was conducted according to the principles of the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA), culminating in the categorization of the reviewed articles in order to identify the formative contexts for a reflection on the theoretical approaches and methodological strategies used in surveys. The results, communicated in a meta-synthesis and condensed in a table, point to theoretical-methodological directions of formative moments on the concept of function, evidencing the need to master the didactic-pedagogical resources to be used, to coordinate the knowledge transition process from arithmetic to algebraic and managing assessment and training processes, highlighting professional learning opportunities.

Caroline Miranda Pereira Lima, Vinícius Pazuch