Fenômeno de congruência e não congruência sobre a função exponencial em materiais didáticos.
Resumo
The students' lack of understanding concerning certain contents in Mathematics
leads us to rethink teaching methodologies so as to enable strategies that favor
learning, looking at the teaching materials that are used in this process. Thus, the
objective of this study was to analyze how the mobilization and coordination of
different records of semiotic representation of the exponential function in the
supporting material of the São Paulo State Curriculum, the Teacher's Notebook
and the textbook by Iezzi et al. (2016). Results of other researches pointed out
difficulties on the part of the students in understanding the concept of function, in
particular, the exponential function, as well as the way it is presented in the
Teacher's Notebook. For this, our research was based on Raymond Duval's
Theory on Semiotics Representations Registers, which discusses the importance
of different semiotic representations in mathematical learning. The information
that comprised the research was displayed in tables highlighting the records of
departure representation and records of arrival representation for the analysis of
transformations according to Raymond Duval's theory. The research answered
the question: “How is the concept of exponential function presented in these
didactic materials from the perspective of the Theory on Semiotics
Representations Registers in terms of congruence and non-congruence
phenomena?” The development of this bibliographic qualitative research pointed
to the mobilization, manipulation and coordination of semiotic representations of
the exponential function found in didactic materials, in which they enable the
understanding of mathematical objects, through different representations,
providing the teacher with differentiated learning situations.
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