PROBLEM SOLVING IN THE LIGHT OF SEMIOTIC REPRESENTATION REGISTERS THE TEACHING OF ALGEBRA IN ELEMENTARY SCHOOL

Abstract

This study addresses semiotic representation records in the teaching of Algebra from problem solving, and aims to discuss the contributions of these records in the ninth grade of elementary school. It highlights the importance of the way in which the initial concepts of Algebra have been constructed and the need to promote reflections to teachers on the teaching methodology by problem solving to achieve relevant results in the development of the ability to understand mathematical concepts. The research has a qualitative nature with intervention. It was carried out in a state public school in the municipality of São Miguel, state of Tocantins, in order to investigate the students' learning in the didactic use of conversion, that is, the change of a record in other records and treatment, which consists of an operation within the registry itself. The study made it possible to verify the students' difficulties in learning Algebra and its representations, as well as those of its application in daily life. With that, it was possible to carry on the reflection regarding the methodologies used by the teachers, contributing to a creative dialogue that would allow the progress towards the objectives that the teaching of Algebra is proposed. The data were analyzed by statistical treatment.