<?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]]></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>S1516-73132024000100212</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320240014</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Uma análise semiótica sobre as percepções da Matemática por alunos do Ensino Fundamental em uma atividade de modelagem matemática]]></article-title>
<article-title xml:lang="en"><![CDATA[A semiotic analysis of elementary students&#8217; perceptions of mathematics during a mathematical modeling activity]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Karina Alessandra Pessoa da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Martins]]></surname>
<given-names><![CDATA[Nágela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Tecnológica Federal do Paraná Departamento de Matemática ]]></institution>
<addr-line><![CDATA[Londrina PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>30</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132024000100212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132024000100212&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132024000100212&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Neste artigo investigamos os signos produzidos no desenvolvimento de uma atividade de modelagem e, a partir desses signos, inferimos em que aspectos a matemática é percebida por alunos de uma turma do 9º ano do Ensino Fundamental. Nossas reflexões estão baseadas na modelagem matemática como uma alternativa pedagógica e na teoria da percepção sob um viés da semiótica peirceana. Para isso, nos debruçamos nos signos escritos, falados e gesticulados de uma turma de sete alunos de uma escola privada do estado do Paraná. Do ponto de vista semiótico, evidenciamos que os alunos se valem de gestos para se remeter a um objeto matemático e de simplificações para aproximar uma situação da realidade para o contexto matemático, considerando seus conhecimentos. Diante da interação com uma situação da realidade, concluímos que a percepção da Matemática ocorre de maneira singular e compartilhada entre os alunos que desenvolveram a atividade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: In this paper, we examine the signs produced during the development of a modeling activity and how 9th-grade elementary school students perceive mathematics. Our reflections were based on mathematical modeling as a pedagogical alternative, as well as Peirce&#8217;s semiotic perception theory. We have focused on the written, spoken, and gestured signs of seven students from a private school in Paraná State, Brazil. From a semiotic perspective, we demonstrated that students use gestures to refer to a mathematical object and simplifications to approximate a real-life situation in a mathematical context, which allows them to perform a mathematization using their knowledge. When confronted with a real-world situation, we concluded that the students who created the activity perceive mathematics in a distinct and shared way.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[Ensino fundamental]]></kwd>
<kwd lng="pt"><![CDATA[Semiótica]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento matemático]]></kwd>
<kwd lng="en"><![CDATA[Mathematics education]]></kwd>
<kwd lng="en"><![CDATA[Elementary school]]></kwd>
<kwd lng="en"><![CDATA[Semiotics]]></kwd>
<kwd lng="en"><![CDATA[Mathematical knowledge]]></kwd>
</kwd-group>
</article-meta>
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