Semiótica e suas contribuições na formação de professores de matemática

Abstract

Reflection on how the construction of concepts in mathematics and the cognitive thinking involved in it takes place, proves to be an essential process for the organization of teaching activities in this area of teaching, and this motivated the search for this research, which aimed to general understand how the Theory of Symeotic Representation can contribute to the training of mathematics teachers, helping them to have knowledge and methodologies that ensure contextualized and meaningful teaching to the student. Specifically, the aim was to develop a discussion on the historiography of teacher training; investigate the Theory of Symeotic Representations in the teacher's academic knowledge in dialogue with mathematical school knowledge and; detail the results of bibliographic findings on TRS and its contributions to the teacher's work. As a methodology, the research adopted a descriptive study of a qualitative nature, as it used bibliographical research anchored in laws and authors that discuss the topic under discussion, namely: Saviani (2009), D' Ambrosio (2008), Duval (2009; 2011), Lopes (2004), Law of Guidelines and Bases – LDB Nº 9394/96 (Brazil, 1996), among others. The research findings point to the contributions of semiotics as essential elements in the production of mathematical school knowledge, as this field has a specific language, many have difficulties understanding and conceptualizing it, thus, it was understood that the Theory of Semiotic Representations discovered by French researcher Raymond Duval increase the chances of learning mathematics in a didactic, simple, but contextualized way to reach answers that are significant to the subject's life and life in society.