Análise de representações semióticas de função quadrática no ensino médio

Abstract

This work refers to the Analysis of Semiotic Representations of Quadratic Function in High School, since the perception of the researcher teacher as an intern was of great difficulties of the students in relation to this theme. For a semiotic record to become a record of representation, according to Duval (2012), it is necessary to perform three cognitive activities, the formation of an identifiable representation, the treatment and the conversion, and in this work, the treatment is analyzed and conversion, since training is related to the individual's cognitive part, which would not include the study proposed here. In order to analyze the proposals, the mobilization and coordination of the different semiotic representations of polynomial function of the second degree, in eleven exercises of the textbook "Interaction and technology", since the textbook context aims to articulate the theoretical and practices that occur in the social context together with the theory studied. It highlights the importance of the teacher in relation to the motivational question and his effort to instigate the student to read, interpret and solve problem situations, articulating theory and practice. During the research developed, it is emphasized that, in the analyzed exercises, the focus is evidenced only on the algebraic and graphic record, with little emphasis on the articulation of these with the other forms of representation of quadratic function.