<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação (Bauru)]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132012000300009</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Semiótica e as ações cognitivas dos alunos em atividades de modelagem matemática: um olhar sobre os modos de inferência]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Lourdes Maria Werle de]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Karina Alessandra Pessoa da]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A09">
<institution><![CDATA[,UEL  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2012</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2012</year>
</pub-date>
<volume>18</volume>
<numero>03</numero>
<fpage>623</fpage>
<lpage>642</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132012000300009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132012000300009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132012000300009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Neste trabalho apresentamos algumas reflexões, à luz da semiótica peirceana, sobre a possibilidade de se introduzirem, na sala de aula, atividades que sinalizem potencial para se desenvolverem diferentes tipos de raciocínio e diferentes ações cognitivas nos estudantes. Iniciamos o trabalho com pressupostos teóricos da semiótica no que diz respeito aos modos de inferência abdução, dedução e indução e à Modelagem Matemática como alternativa pedagógica. Com o objetivo de investigar as relações entre as ações cognitivas evidenciadas em atividades de modelagem e os modos de inferência, analisamos uma atividade de modelagem desenvolvida por alunos de um curso de licenciatura em matemática. A partir dessa análise, concluímos que os modos de inferência ativados nessa atividade estão associados às ações cognitivas dos alunos durante as transições entre as diferentes etapas do desenvolvimento da atividade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[In this paper we present some reflections, in the light of Peircean Semiotics, on the possibility of introducing into classroom, activities that signal the potential to develop different reasoning modes and different cognitive actions in students. We started working with the theoretical assumptions of semiotics in relation to the modes of inference abduction, deduction and induction and Mathematical Modeling as a pedagogical alternative. Aiming to investigate the relationships among cognitive actions highlighted in modeling activities and modes of inference, we analyzed a modeling activity developed by students of a course in Mathematics. From this analysis we conclude that the modes of inference activated in this activity are associated with cognitive actions of students during the transitions between the different stages of development activity.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Modelagem Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Semiótica]]></kwd>
<kwd lng="pt"><![CDATA[Cognição]]></kwd>
<kwd lng="en"><![CDATA[Mathematics]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Mathematical Modeling]]></kwd>
<kwd lng="en"><![CDATA[Semiotics; Cognition]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>Semi&oacute;tica e as a&ccedil;&otilde;es cognitivas dos alunos em atividades  de modelagem matem&aacute;tica: um olhar sobre os modos de infer&ecirc;ncia.</h2> <h3>Semiotics and  students' cognitive actions in Mathematical Modelling activities: a look at  inference.</h3>     <p>&nbsp;</p> <h4>Lourdes Maria Werle de Almeida, Karina Alessandra Pessoa  da Silva    <br> </h4> </font>      ]]></body><back>
<ref-list>
<ref id="B1">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ALMEIDA]]></surname>
<given-names><![CDATA[L. M. W.]]></given-names>
</name>
<name>
<surname><![CDATA[FERRUZZI]]></surname>
<given-names><![CDATA[E. C.]]></given-names>
</name>
</person-group>
<article-title xml:lang="pt"><![CDATA[Uma aproximação socioepistemológica para a modelagem matemática.]]></article-title>
<source><![CDATA[Alexandria]]></source>
<year>2009</year>
<volume>2</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>117-134</page-range><publisher-loc><![CDATA[Florianópolis ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B2">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[ALMEIDA]]></surname>
<given-names><![CDATA[L. M. W.]]></given-names>
</name>
<name>
<surname><![CDATA[BRITO]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<article-title xml:lang="pt"><![CDATA[Atividades de modelagem matemática: que sentido os alunos podem lhe atribuir?]]></article-title>
<source><![CDATA[Ciência & Educação]]></source>
<year>2005</year>
<volume>11</volume>
<numero>3</numero>
<issue>3</issue>
<page-range>483-498</page-range><publisher-loc><![CDATA[Bauru ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B3">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KEHLE]]></surname>
<given-names><![CDATA[P. E]]></given-names>
</name>
<name>
<surname><![CDATA[CUNNINGHAM]]></surname>
<given-names><![CDATA[D. J.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Semiotics and mathematical modeling.]]></article-title>
<source><![CDATA[International Journal of Applied Semiotics]]></source>
<year>2000</year>
<volume>3</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>113-129</page-range><publisher-loc><![CDATA[Madison ]]></publisher-loc>
</nlm-citation>
</ref>
<ref id="B4">
<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[KLAYMAN]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[HA]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang="en"><![CDATA[Confirmation, disconfirmation, and information in hypothesis testing.]]></article-title>
<source><![CDATA[Psychological Review]]></source>
<year>1987</year>
<volume>94</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>211-228</page-range><publisher-loc><![CDATA[Washington ]]></publisher-loc>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
