Mathematical Modelling in the 5th year of Elementary School: an analysis in the light of semiotic diagrams

• Autor(a) principal: Pelaquim, Susane Cristina Pasa
• Data de Publicação: 2023
• Outros Autores: Martins, Nágela, Silva, Karina Alessandra Pessoa da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v15i4.33928

In this paper we present the results of empirical research with students in the early years when developing a mathematical modelling activity with the aim of inferring about the mathematics present in the production of semiotic diagrams. The theoretical contextualization is based on the understanding of mathematical modelling as a pedagogical alternative and on considerations about Peircean semiotics, more specifically based on diagrams as semiotic signs and the theory of perception. The theme Popcorn Production was chosen by the teacher to be discussed with 14 students from a 5th year class at a municipal school in the north of Paraná, Brazil. The data were obtained from written records, photos, videos and speeches from recordings in five Mathematics classes, held in February 2022. Considering a qualitative and interpretative approach, inspired by the triangulation process, we analyzed the data set and demonstrated that the activity mathematical modelling provided the production of semiotic diagrams by students in which the mathematical content of proportionality was present, mainly in the quantification of the mass of popcorn grains and the volume occupied by popped popcorn. With this, we infer that, through a modelling activity whose theme is of interest to students, it is possible to highlight relationships between a real situation and mathematical content mediated by the teacher’s interventions.