Lucas Gabriel Silva
Rodrigues de Jesus
Professor,
Graduated in Mathematics. lucas.rodrigues.jesus@escola.pr.gov.br
Fernanda
de Araújo
Teacher, Graduated in
Mathematics. fer.gerrard@homail.com
Magna
Natalia Marin Pires
Professor, PhD in
Mathematics Teaching. magna@uel.br
ABSTRACT
This work is an
experiential report implemented within the Pedagogical Residency Program, a
governmental project by the Coordination for the Improvement of Higher
Education Personnel (CAPES), conducted in the Mathematics course at the State
University of Londrina - Campus Londrina/PR, Brazil. The project took place in
a 1st-year class of the public high school system in the same municipality,
with the aim of teaching Linear Systems (Existence and Uniqueness of solution).
The activity's construction and theoretical contributions were prompted by
discussions on contextualization, encompassing social contextualization,
pseudo-contextualization, and meaningful contextualization. These perspectives
have implications for classroom practices. To achieve this goal, a sequence of
mathematical tasks was developed and implemented, methodologically supported by
Raymond Duval's Theory of Registers of Representation. The pedagogical tool
employed was the GeoGebra software, a free platform for algebraic and geometric
visualization and manipulation tools. The tasks aimed to transition between
natural, algebraic, and geometric languages through the author's semiotic
treatment and conversions. The report details the development of each task,
discussing each step and the invested pedagogical intentions, summarizing
semiotic actions in a framework. It was concluded that learning mathematical
signs is only realized through approaches that construct meanings, as
exemplified in this production, highlighting mathematics itself as a rich
contextual source when used, for instance, with a semiotic approach.
Keywords: GeoGebra. Semiotics. System of Linear Equations.
Reviewed by Current Scientific Journal
on
janeiro 15, 2024
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