Registros de representação semiótica: contribuições para o letramento probabilístico no 9º ano do ensino fundamental

• Ano de defesa: 2017
• Autor(a) principal: Moraes, Carlos Afonso Silveira
• Orientador(a): Oliveira, Paulo César
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências Exatas - PPGECE
• Palavras-chave em Português: Ensino fundamental; Registros de representação semiótica; Letramento probabilístico; Prática pedagógica
• Palavras-chave em Inglês: Elementary school; Representation records semiotics; Probabilistic literacy; Pedagogical practice
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::PROBABILIDADE E ESTATISTICA
• Link de acesso: https://repositorio.ufscar.br/handle/ufscar/9234

This research had the objective of describing and analyzing a teaching-learning concept of Probability in two classes of the ninth elementary school, in a municipal public school in Salto de Pirapora, in the interior of the State of São Paulo. The acquisition of probabilistic language in learning concept of probability was a motivating factor for the research project. The theoretical contributions of this research involved the records of semiotic representation by Raymond Duval and the literary probabilistic in the perspective of Iddo Gal. The guiding question of the research was: "How are records of semiotic representation mobilized and coordinated in tasks involving the context probabilistic? "A field work was elaborated with activities involving classical and frequentist probability, counting and statistics and a didactic sequence using experiments sample space, probability of simple events, events composites, bar graphs, relative frequency, frequency distribution and the tree diagram. As a teacher-researcher, the production of information originated from activities developed by students in the form of written protocols, in addition to audio records of dialogues that occurred in the correction of activities and records in the logbook. The results of the analysis of the empirical material of the research revealed that the students used different registers of semiotic representation in the resolution of tasks. The mobilization and coordination of these registers support the development of students' probabilistic literacy. Like this work was derived from the analysis of a pedagogical practice, it is expected there are contributions to the teaching practice in content involving combinatorial, statistical and probability for elementary school.