This article describes the implementation of a teaching strategy aimed at middle school students (aged 11–12 years) for the study of motion as a linear function. The activities were designed to promote a discussion about the variables involved, their relationship and variation, as well as the construction of graphs based on the experience of movement. The students used digital devices, such as cell phones, to record a variety of motion scenarios and used Tracker software to analyze the motion.
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2019
American Association of Physics Teachers
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