Made available in DSpace on 2014-12-17T15:05:06Z (GMT). No. of bitstreams: 1 FranciscoCO.pdf: 1310311 bytes, checksum: f0b9fd0c2c5ee62f1c8154cb767565b0 (MD5) Previous issue date: 2007-06-12 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This study describes about graduation s students difficulties of to draw functions graph. Specifically, we intend to observe their abilities evolution, as well as their difficulties during Calculus I subject in engineering course. For that, we show them publications about the elaboration of graphs and its difficulties in obstacle terms and some researches witch contain this subject and that it was done during postgraduate studies in mathematical education. It shows by research methodology aspects related to French didatic s mathematic and some theories of cognitive psychology considering the high value between theoretical-methodological relation that was evidenced in both theoretical conceptions about ways to understand and teach mathematic. This methodology is based on didactic engineering purpose, that consist in preliminaries analysis, conception and didactic sequence analysis prior, trials by application followed analysis up and conclusion. We had also used pedagogicals actions and analysis of results achieved, to classify types of errors made by the 2005 s students during second semester, from conceptions related to the episthemologic and didactics obstacles / Neste estudo descrevemos as dificuldades de um grupo de alunos de gradua??o no que diz respeito ao ato de tra?ar gr?ficos de fun??es. Especificamente, investigamos a evolu??o das suas habilidades, assim como suas dificuldades no decorrer da disciplina C?lculo I, no curso de Engenharia. Para tanto, analisamos publica??es sobre elabora??o de gr?ficos e suas dificuldades em termos de obst?culo, bem como abordamos alguns relat?rios de pesquisa relacionados ao tema em quest?o e que foram realizadas no ?mbito dos estudos da p?s-gradua??o em Educa??o Matem?tica. Mostramos que atrav?s dos aspectos relacionados ? linha francesa da Did?tica da Matem?tica e de algumas teorias da Psicologia Cognitiva, ? poss?vel estabelecer uma importante conex?o te?rico-metodol?gica entre ambas as concep??es te?ricas acerca dos modos de compreender e ensinar matem?tica. Esta metodologia fundamenta-se na proposta da Engenharia Did?tica, que consiste em an?lises preliminares, concep??o e an?lise a priori da seq??ncia did?tica, experimenta??o atrav?s de sua aplica??o seguida da an?lise a posteriori e conclus?o. Houve, tamb?m, a necessidade de recorremos a Interven??o Pedag?gica e An?lise dos Resultados Obtidos, para classificarmos e analisarmos os v?rios tipos de erros apresentados pelos alunos durante o segundo semestre de 2005, a partir das concep??es referentes aos obst?culos epistemol?gicos e did?ticos