Laboratório Interativo de Matemática e a produção de representações semióticas: Um estudo do multiplano em conexão com a BNCC

• Ano de defesa: 2020
• Autor(a) principal: Araújo, Wellson de Azevedo
• Orientador(a): Maciel, Aníbal de Menezes
• Banca de defesa: Rêgo, Rogéria Gaudêncio do, Farias, Severina Andrea Dantas de
• 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: Ensino de Matemática; Representações semióticas; Laboratório de Matemática
• Palavras-chave em Inglês: Mathematics laboratory
• Área do conhecimento CNPq: EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: http://tede.bc.uepb.edu.br/jspui/handle/tede/4029

In a reflection scenery about the Mathematics teaching, the role of the teacher and the students’ learning difficulties, the current research inserts itself in this debate, approaching the thematic of the usage of the Laboratório Interativo de Matemática [Interactive Mathematics Laboratory] – LIM, as an alternative to the change of views from teachers and students related to this subject. As northing question, we have: what are the potentialities of the didactic materials present in Interactive Mathematics Laboratories in the 4th teaching regional in Paraíba in the production of semiotic representations, in consonance to parameters instituted by the Base Nacional Comum Curricular [Common National Curriculum Base] – BNCC? While in relation to the general objective, the purpose of analyzing the potentialities of the collection of an Interactive Mathematics Laboratories, in the perspective of the production of records of semiotic representations and of the guidelines for the teaching of Mathematics of the Common National Curricular Base. In order to substantiate our work, we have promoted a theoretical review based on authors, among which we highlight: Lorenzato and Durval. The current research fits itself as from qualitative approach, characterized as exploring study, which has allowed observations and reflections on the potential of the Multiplan didactic material. As results, we have understood that the research contributes both for the discussion on the implementation of interactive mathematics laboratories in schools and the learning of students and teachers facing the usage of materials present in these laboratories, highlighting the Multiplan kit. We have concluded that the usage of the Multiplan may directly contribute to the gathering of mathematical objects, being necessary that the teacher adopt an adequate posture referring to the usage of the DM, being a knower: of the content to be applied, of the DM functionalities and be capable of plan didactic situations that stimulate the students in the building of semiotic representations.