Um estudo de representações semióticas em atividades de Geometria

• Ano de defesa: 2018
• Autor(a) principal: Cruz, José Laelson Gomes
• Orientador(a): Almeida, José Joelson Pimentel de
• Banca de defesa: Barbosa, José Lamartine da Costa , Santos, Vinicio de Macedo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: Brasil
• Palavras-chave em Português: Representação semiótica; Semelhança de polígonos; Conversão de registros
• Palavras-chave em Inglês: Semiotic representation; Conversion of registers; Resemblance of polygons
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://tede.bc.uepb.edu.br/jspui/handle/tede/3406

This dissertation entitled "A study of semiotic representations in geometry activities" intends to approach the results of a pedagogical study with ethnographic characteristics. It consists of a qualitative investigation, developed together with students of a class of 2nd year of High School of a state public school, in Boqueirão, state of Paraiba. In this perspective, the objective was to analyze the meanings in the process of transformation of the semiotic registers produced by the students. This way, we developed together with the students a didactic sequence, focusing the content resemblance of polygons, by exploring accessible instruments that can be manipulated, produced and transformed into other registers. The data collection was made by observing the participants (whose registers were made on notepads), by oral questions, worksheets and photographs. At last, the meanings revealed were analyzed based on the Semiotic Representation Registers theory, by Raymond Duval, which permits to comprehend why the understanding of the concept of mathematical objects only begins when the student is able to mobilize and coordinate in mathematics classes, in a spontaneous or artificial way, in different registers, the representations of the same mathematical object. From this conception, we obtained an improvement method of the cognitive system to represent the mathematical knowledge in registers that satisfy the studentsꞌ learning.