Visualização em geometria: tarefas com base na teoria dos registros da representação semiótica

Abstract

This work presents research carried out with ten students from the second year of high school in a state school in Apucarana/PR, whose objective was to investigate aspects that proved to be relevant for the development and resolution of visualization tasks, considering the Theory of Registers of Semiotic Representation (TRRS). To carry out this investigation, a didactic sequence based on TRRS was elaborated and Didactic Engineering was used as a research methodology. The production of data took place through the written, audio-recorded and photographed production of the task’s resolution moments and observation of the teacher-researcher during the students' discussion. The analyzes indicate three aspects that proved to be relevant for the development and resolution of visualization tasks throughout the process: the connection between perceptive and operative apprehensions, which provided a special look at the lower dimensions of a figure; the use of Manipulable Materials, which favored observation, manipulation, verification and validation of figural elements; and the use of figural semiotic representation and natural language records, in which the second record favored reflection by both the student and the teacher-researcher, allowing the establishment of connections and understandings regarding the understanding of geometric concepts. Thus, the predominance of these aspects was essential for the development of visualization skills and, consequently, for learning Geometry.