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

Detalhes bibliográficos
Ano de defesa: 2016
Autor(a) principal: Mossi, Shayene Vieira
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
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
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: http://repositorio.ufsm.br/handle/1/6764
Resumo: 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.