Abstract

PINHEIRO, Tássia Cristina da Silva; ALVES, Fábio José da Costa  and  SILVA, Maria do Perpétuo Socorro Cardoso da. Mathematics learning in the riverine educational context: an analysis of semiotic representation registers in mathematical modeling activity. R. Bras. Est. Pedag. [online]. 2016, vol.97, n.246, pp.339-355. ISSN 2176-6681.  https://doi.org/10.1590/S2176-6681/364114040.

This paper presents a cognitive analysis of semiotic representation registers, produced by the investigated students during a modeling activity. Due to the fact that the culture of açaí is a predominant practice in the region, this study addresses the sustainable management of the fruit in order to identify difficulties in the learning of the first degree polynomial function. The analyses also sought to investigate the critical-social understanding of students before their reality. The study counted on 24 students attending the 1st grade of a public modular high school located in a riverside community in the municipality of Muaná-Marajó in the state of Pará. It can be concluded that the reality in which the student is inserted influences positively their learning when it considers their previous knowledge, and enables them to be more participative and engaged in the proposed activities.

Keywords : semiotic; mathematical education; culture; riverside.

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