Teoria de registros de representações semióticas e sistemas lineares: contribuições de uma sequência didática
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Título do Períodico
Revemat: Revista Eletrônica de Educação Matemática
ISSN
1981-1332
Página(s)/e-location
1–21
Idioma(s)
pt, en
Fonte
Fonte
Florianópolis
16
1
16
1
Resumo
Neste artigo são apresentados resultados parciais de uma pesquisa realizadacom estudantes de um curso de Licenciatura em Matemática do Rio Grande do Sul, com o objetivo investigar as contribuições de uma sequência didática para o ensino e aprendizagem de Sistemas de Equações Lineares, à luz da Teoria de Registros de Representações Semióticas. Para isso,foi aplicada uma sequência didática sobre Sistemas de Equações Lineares, dividida em quatro blocos. O primeiro bloco foidestinado a uma familiarização com sistemas possíveis e impossíveis 2x2, por meio de problemas; o segundo bloco foi composto por problemas envolvendo sistemas possíveis 3x3 e 5x4;oterceiro blocotrouxeproblemas referentes a sistemas impossíveis 3x3 e, por fim,o quarto bloco desenvolveu-se a representação gráfica de sistemas 2x2. Concluímosque a maior parte dos estudantesconseguiram transitar ao menos entre dois tipos distintos de representações de um mesmo objeto matemático, no entanto apresentaramdificuldades na representação gráfica de sistemas lineares, de modo que fizeram o uso do softwareGeoGebra para tais representações.
This article presents partial results of a research carried out with students of a Mathematics Degree course in Rio Grande do Sul, with the objective of investigating the contributions of a didactic sequence for the teaching and learning of Systems of Linear Equations, in the light of Theory of Semiotic Representation Records. For this, a didactic sequence on Linear Equation Systems was applied, divided into four blocks. The first block was intended to familiarize with possible and impossible 2x2 systems, through problems; the second block was composed of problems involving possible 3x3 and 5x4 systems, the third block brought problems referring to impossible 3x3 systems and, finally, the fourth block developed the graphical representation of 2x2 systems. Weconclude that most students were able to move at least between two different types of representations of the same mathematical object, however they presented difficulties in the graphical representation of linear systems, so they made use of the Geogebra software for such representations.in mathematics teaching for students with indicatives of AH/SD. This is a qualitative study of an interpretative nature, whose data analysis took two episodes as an element, each occurring in a Multifunctional Resource Room II (SRM II) of a public school, with students with indications of High Skills and Giftedness ( AH/SD). The data used include the planning and audio and video recordings of the computer screens used by the students. It was identified in communication as social interaction, focusing on the action of questioning in the light of Inquiry based-learning possibilities of joint construction of mathematical meanings explored during the construction of animated scenarios in GeoGebra software. There was also a need to build frameworks for anticipating student strategies and teacher actions against these strategies in order to ensure student-student and student-teacher-student interactions throughout the class, promoting the construction and appropriation of mathematical meanings by the group
This article presents partial results of a research carried out with students of a Mathematics Degree course in Rio Grande do Sul, with the objective of investigating the contributions of a didactic sequence for the teaching and learning of Systems of Linear Equations, in the light of Theory of Semiotic Representation Records. For this, a didactic sequence on Linear Equation Systems was applied, divided into four blocks. The first block was intended to familiarize with possible and impossible 2x2 systems, through problems; the second block was composed of problems involving possible 3x3 and 5x4 systems, the third block brought problems referring to impossible 3x3 systems and, finally, the fourth block developed the graphical representation of 2x2 systems. Weconclude that most students were able to move at least between two different types of representations of the same mathematical object, however they presented difficulties in the graphical representation of linear systems, so they made use of the Geogebra software for such representations.in mathematics teaching for students with indicatives of AH/SD. This is a qualitative study of an interpretative nature, whose data analysis took two episodes as an element, each occurring in a Multifunctional Resource Room II (SRM II) of a public school, with students with indications of High Skills and Giftedness ( AH/SD). The data used include the planning and audio and video recordings of the computer screens used by the students. It was identified in communication as social interaction, focusing on the action of questioning in the light of Inquiry based-learning possibilities of joint construction of mathematical meanings explored during the construction of animated scenarios in GeoGebra software. There was also a need to build frameworks for anticipating student strategies and teacher actions against these strategies in order to ensure student-student and student-teacher-student interactions throughout the class, promoting the construction and appropriation of mathematical meanings by the group
Descrição
Palavras-chave
Problemas, Representação gráfica, Ensino de matemática, Problems, Graphic representation, Mathematics teaching
Citação
SILVA, Carolina Ferreira da; BISOGNIN, Vanilde. Teoria de registros de representações semióticas e sistemas lineares: contribuições de uma sequência didática. Revemat: Revista Eletrônica de Educação Matemática, Florianópolis, v. 16, n. 1, p. 1–21. 2021. https://doi.org/10.5007/1981-1322.2021.e79048. Disponível em: https://periodicos.ufsc.br/index.php/revemat/article/view/79048/46557. Acesso em: 2023-09-18