As representações semióticas no estudo de inequações no ensino médio

• Ano de defesa: 2021
• Autor(a) principal: Queiroz, Diego da Silva
• 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: Semiótica; Desigualdades; Inequação; Ensino-aprendizagem
• Palavras-chave em Inglês: Semiotics; Inequalities; Inequality; Teaching-learning
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/14210

This Masters dissertation aimed to analyze the performance of students in a class of the 1st grade of High School when approaching the mathematical object inequality of the 1st degree in a teaching-learning process based on the multiplicity of records of semiotic representation. The qualitative research had its methodological path traced in a remote teaching context, involving the analysis of written records and interviews with students, involved with the resolution of proposed tasks. The analysis of the production of information generated with the students had the purpose of answering the following research question: what are the implications for the teaching-learning process of the 1st grade inequality mathematical object when working with the conversion of semiotic representation in a class of 1st grade of high school? As a result of research, we highlight the importance of working with multiple records of semiotic representation, despite the little interaction and written production of students in the context of remote teaching, we observe advances in learning, from the analysis of the mobilization and coordination of semiotic representations between records. The analysis of the conversion activity of semiotic representations showed us the need to invest in mathematics classes, in the process of communication through mathematical language, both at oral and written level, so that students build meanings about the concept of inequality. We also highlight the fact that there are few researches addressing the theory of records of semiotic representation in the teaching-learning process involving students of the final years of elementary and high school, in the study of inequality, which constitutes a fertile ground for further investigations.