Proporcionalidade na educação básica: Investigando as possíveis conexões com outros ramos da Matemática, à luz da Teoria dos Registros de Representação Semiótica

• Ano de defesa: 2018
• Autor(a) principal: ALMEIDA, Joemilia Maria Pinheiro
• Orientador(a): NERES, Raimundo Luna
• Banca de defesa: NERES, Raimundo Luna , BRANDÃO, Raimundo José Barbosa , COUTINHO, Vanja Maria Dominices
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
• Departamento: DEPARTAMENTO DE EDUCAÇÃO I/CCSO
• País: Brasil
• Palavras-chave em Português: Relações entre conteúdo; Registros de representação semiótica.; Ensino de proporcionalidade
• Palavras-chave em Inglês: Relationship between content; Registers of semiotic representation; Proportionality teaching
• Área do conhecimento CNPq: Ensino-Aprendizagem
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/2474

The present work sought to address the teaching and learning of content proportionality, involving connections with other branches of Mathematics and other areas of knowledge, with contribution in the Theory of Semiotic Representation Registers. It is a qualitative research carried out with eight teachers and their students, of a state public school in the city of São Luís - MA. To obtain the data, the following methodological instruments were used: questionnaire, participant observation, interview and activities involving contents that made connections with proportionality. During our observations, we realized that most teachers in their classes did not give the necessary focus to the types of relationships between mathematical content and other areas of knowledge. The activities were applied by the teachers participating in this research, to their students, with the supervision of the researcher. We saw in our work, carried out through the Semiotic Representation Registers that we adopted for the development of activities, that the students were not familiar with this approach in the learning process. The results revealed that the teachers realized that it is possible to teach proportionality contents by making connections with other branches of Mathematics and with areas of knowledge. We also found positive and specific effects on the strategies used by students to solve the proposed activities. Finally, the mediations developed with teachers regarding the use of this theory in teaching and learning were also excellent.