Análise discursiva das representações semióticas mobilizadas por licenciandos em matemática no ensino e na aprendizagem de funções

• Ano de defesa: 2016
• Autor(a) principal: Mossi, Shayene Vieira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Educação Matemática e Ensino de Física; UFSM; Programa de Pós-Graduação em Educação Matemática e Ensino de Física
• Palavras-chave em Português: Registros de representação semiótica; Funções; Análise discursiva; Licenciatura em matemática; Semiotic representation registers; Functions; Discursive analysis; Degree in mathematics; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://repositorio.ufsm.br/handle/1/6764

This work aims to investigate the discursive expansion of the semiotic representation registers accomplished by Math training teachers from activities involving cryptography featuring functions affine, quadratic, exponential. For this, it was accomplished a qualitative research (LÜDKE; ANDRÉ, 1986) and it was used the principles of content analysis (BARDIN, 2011); therefore, it was applied as instruments of data production a semi-structured quiz, in order to establish the training teachers profile and a sequence of activities contextualized by cryptography, more precisely by the substitution cipher that allows making connections with the different functions and their inverse. This sequence was constitute by 41 items, such as: 13 questions about the inverse of affine function, 6 about the inverse of quadratic and exponential functions, 9 about the characterization of affine function, 7 about the characterization of the exponential function and 6 concerning the characterization of the function quadratic. Among these 41 questions, 22 were taken to detail the discursive expansion of indications. Through analyzes it was concluded that the discursive operations were identified predominantly in explanation operations and raciocinamento, only 4 times were mobilized as narration/description beyond 4 left blank responses. This represents teachers in training were based on the knowledge of the mathematical object to justify their answers, which shows a positive aspect when thinking about training of mathematics teachers. Furthermore, it contacted to request that activities that take as their starting point the analysis of algebraic representation was obtained greater articulation of representations in natural language, algebra, symbolic and / or numerical. But when it was necessary from the graphical representation of the responses were more limited in natural language representation.