A influência dos enunciados de questões matemáticas nas resoluções dos alunos: um estudo em termos dos registros de representação semiótica

Abstract

We infer that the statement of a mathematical question directs, in some extent, what representations the students use in solving a problem and the recognizing of what are their possibilities to elucidate the issue. Thus, given the importance we consider that the statement of a question has for the use of different representations of mathematical concepts and taking the Duval's theory on Registers of Semiotic Representation, according to which the coordination between the mathematical representations of a concept is a condition for learning, is that we seek to comprehend in this work: how the question utterances may influence the records used by students and activities of treatment, conversion and coordination between records? Qualitative, this research attempts to analyze the written productions of students to different mathematical questions with distinct utterances in order to infer the influence of the question utterances in these productions. This work points out, among other things, the difficulty encountered by the students to do the conversion of tabular record for the graphic representation, as they were unable to relate the algebraic expression directly with the graphic expression, using then the tabular expression as support. Moreover, we can highlight the difficulty they have to perform the conversion of natural language context for the mathematical context, especially in contextualized questions. Which may indicate a lack of opportunities for students to coordinate different registers of representation of a mathematical concept in the activities they perform in the classroom.