Ensino de matemática: a iconicidade como ferramenta de aquisição da linguagem algébrica

Abstract

This research aims to combine algebraic knowledge, taught in the final years of basic education, with iconicity. We hypothesize that teaching algebra using icons (image representation) can aid learning. To address the gap in learning algebraic language (which has been an obstacle in students' school life), we propose the search for mathematical literacy and acquisition of algebraic language through iconicity. This interface is possible because it allows the contribution of images (icons) to solving mathematical problems. The theoretical basis used in the work follows the line of the theory of semiotic representations and the theory of verbal iconicity. The objectives of the work seek to: bring contributions to the teaching of mathematics through methodologies linked to signs; produce material that meets the basic demands of teaching algebra in the classroom. As an educational product, an E-book with sequences of activities was produced. The study proposes to explore iconic aspects aligned with the teaching of algebra as a possible tool to aid mathematical literacy, which suggests some discussions, namely: analysis of teaching materials produced in public schools to overcome issues linked to the teaching of algebra; production of knowledge between the scope of imagery language and mathematics offered in the basic education curriculum. The research was carried out with a sixth-grade class, through a sequence of three activities for qualitative analysis of the possibility of using icons in the classroom. The results that the study indicates are in the satisfactory performance of the students participating in the study who signaled knowledge of algebra skills, during the resolution of the sequence of proposed activities, showing a possibility of future work in the educational field.