Ensino de pirâmides no ensino médio: uma sequência didática apoiada na teoria de registro de representação semiótica

Abstract

This work presents an applied research in a second-year high school class of a state school in Londrina/PR, whose objective was to investigate how students perceive the lower dimensions of a spatial solid (pyramid) when faced with a situation of problem solving that requires elements that are not directly accessible to perception without a qualitative analysis of the figural elements. To carry out this investigation, a didactic sequence was elaborated and applied, based on the Theory of Registration of Semiotic Representation, and Didactic Engineering was used as a research methodology. Data production took place through written, audio-recorded and photographed production of tasks solving and group discussion. The results indicate that the research work, combined with the use of manipulative materials and GeoGebra software, favors the visualization of non-apparent elements in the twodimensional or three-dimensional representation, that is, they lead to greater attention to the lower dimensions of the solid. It was also observed the production in representation registers different from the output register, which indicates that the studied group performed the conversions and treatments in different registers of semiotic representation, necessary for learning Geometry. In addition, the methodology used provided a parameter for the teacher-researcher to identify the emerging difficulties of the researched group and, through the confrontation between a priori and a posteriori analyses, identify points to be prioritized in teaching and propose new approaches to reduce failures, thus improving their teaching practice and teaching and learning processes.