Semiótica e suas contribuições na matemática: Da formação à atuação de professores do ensino fundamental anos iniciais

Abstract

The present study highlighted the contributions of semiotics in mathematics classes, a path that begins in training and goes through the performance of the teacher in the initial years of elementary school, remembering that this professional during his initial training does not acquire specific knowledge in this area, which is why we believe that semiotics can help you in your theoretical-methodological conduct. To this end, the study had the general objective of analyzing the contributions of semiotics in the mathematics classes of teachers in the aforementioned teaching stage. Specifically, we propose to understand the concepts and contexts of semiotics in the educational field, discuss the training of teachers in Brazil, as well as demonstrate the demands of the teaching-learning process of these professionals and describe the main contributions of semiotics in mathematics classes, formalizing some methodological conditions for applying it in the classroom. As for the methodological path, it was classified as descriptive of a qualitative nature, as it interprets and analyzes the information from the authors and laws that underlie the relationships and meanings of the theme in question, such as Brasil (2005; 20117), Lorenzato (1995), Duval (2003; 2009), Santaella (2003; 2017), Pierce (2005) among others who discuss and establish the current topic. The research results show that semiotics is a strong contribution in mathematics classes because it is the study of language and as mathematics has specific language and is often difficult to understand, it can bring a certain clarity when solving problems. mathematicians. Through some methodologies that were highlighted, such as didactic sequences, the use of technologies and games to carry out classes using semiotic representation symbols, it was possible to visualize teaching aimed at contextualized and meaningful learning.