Os registros de representação semiótica mobilizados por professores no ensino do teorema fundamental do cálculo

• Autor(a) principal: Picone, Desiree Frasson Balielo
• Data de Publicação: 2007
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/11275
• topic: Teorema fundamental do cálculo; Registros de representação semiótica; Coordenação de registros; Variáveis visuais pertinentes; Integração; Derivação; Calculo; Matematica -- Estudo e ensino; Representacao dos grafos; Fundamental theory of calculus; Semiotic representation registers; Coordination of registers; Relevant visual variables; Integration; Differentiation; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA

The discipline Calculus is included in the curriculum of many courses, not only in the Exact Sciences but also in other areas, as it involves concepts that permeate various scientific fields. Because of its association with high rates of failure, the teaching and learning of Calculus has been the subject of numerous researches that have sought to propose more effective teaching approaches. Considering the context of the difficulties students face during a Calculus course, and more specifically those related to the teaching and learning of the Fundamental Theory of Calculus (FTC), this work seeks to investigate the representation registers mobilised by teachers in the teaching of this theorem, considers the importance of the coordination of this registers and the ways in which visualisation is explored (or not) by means of graphical representations. The research is based on the theory of Semiotic Representation Registers of Raymond Duval, and emphasises the role of the identification of relevant visual variables, the conversion of the graphical register to the algebraic and vice-versa and the arguments presented in natural language. The study involves the conception and administration of a questionnaire divided into two stages followed by an interview with teachers of Calculus from public and private educational institutions in the state of São Paulo. Data indicated that the teachers consider that in the teaching of the FTC it is important to stress how this theorem can be used as a tool for calculating areas and to establish connections between differentiation and integration, but this connection was not explored graphically by all the teachers. As regards the inter-relationships between relevant visual variables, we verified that the articulation between different registers is not always emphasised by teachers. In general, the teachers considered important the coordination of different representations of the same mathematical object in the teaching of Calculus, with the principle registers used, algebra, graphs and natural language. To analyse a situation which explores the connection between the derivative and the integral graphically, some affirmed that, although they use similar situations, they do not perceive the ways in which these situation can contribute to the understanding of the Thereom. Others, in relation to the same situation, affirmed that they do not make use of this type of activity with their students, and in this case, they offered diverse justifications, none of which suggested the proposals were not important. We believe that the study offers contributions to the teaching and learning of the FTC, but that the results require further study including the amplification of the questionnaire and interviews and their application with different populations of subjects