Estudo dos registros de representação semiótica : implicações no ensino e aprendizagem da álgebra para alunos surdos fluentes em lingua de sinais

• Ano de defesa: 2014
• Autor(a) principal: Frizzarini, Silvia Teresinha
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Maringá; Brasil; Programa de Pós-Graduação em Educação para a Ciência e a Matemática; UEM; Maringá, PR; Centro de Ciências Exatas
• Palavras-chave em Português: Álgebra; Surdos; Língua de sinais; Ciências Exatas e da Terra; Matemática
• Link de acesso: http://repositorio.uem.br:8080/jspui/handle/1/4536

This present research has the objective of analyzing the main registers of semiotic representation and their possible coordination in the teaching and learning of algebra for deaf students fluent in sign language. With the purpose of to provide more elements for analysis and considering the need to work with a greater diversity of semiotic representation systems, according to the theory adopted by Duval, the content of the chosen algebra was the inequality, not only because of the variety of records, but also because of the connection that exists with other contents, such as functions and equations. For achievement of the objective, the methodology used was the Didactic Engineering disseminated by Artigue; she allowed a planned application of a sequence with five activities, realized with seven deaf Brazilian students in high school, all of special school located in the pioneer north of Paraná. To extend the search, in an inclusive process different from the Brazilian, were also evaluated the previous knowledge of three Deaf students of high school Spanish in a regular school of Barcelona. The obtained results of the experiments with Brazilian students were that the language of signs, being a visual / motor language, favored the identification the representational algebraic elements, during the conversion activity, by connecting performed with the graphic records. These deaf students, by converting an algebraic expression for sign language and for writing, and vice versa, supported itself, many times, in graphical intermediate representation, including describing the details of this representation. Even sign language and writing have the same function meta-discursive of communication, they differ in their rules accordingly; the constitutive units' representations of each registers are very different. The Brazilians deaf, by translating algebraic expressions to sign language, juxtaposed two signals in the configuration of the hands, as in mathematical language. On the contrary, the previous results of the diagnostics with the deaf in Spain, revealed that these students translated algebraic expressions for sign language, sequentially, with the predominant use of dactylology, that is to say, the same as written language. The process of oral inclusion, which is tradition in Spain, presented strong influence on the cognitive process of these students. The cognitive activity conversion from written language or sign language for algebraic record and this for one to graphic record was insufficient for these students. We conclude that when the field study is algebra, with different meanings for the letters, the use of different registers of representation becomes essential for any deaf student user of sign language. Mental representations of profoundly deaf depend exclusively of sign language to generalize and abstract representations algebraic, with the intermediate representation graphs. Despite the low lexicon that sign language, from its main parameters, deaf can translate and represent any mathematical registers of representation, covering many variations, for example, with a simple change of movement or pivot point. This favors the cognitive processes of deaf students, while they work with a greater level of freedom during the conversion activities. By therefore, the study of algebra with deaf students should be performed with the advantages that sign language offers to them, detaching itself from the excessive use of algorithms, exclusively symbolic or written representations and specially the obligation to obtain just the algebraic language or numeric response.