Análise de discursos matemáticos a partir de conceitos bakhtinianos e registros de representações semióticas

Abstract

Mathematics is a science that is applicable even to the most unlikely fields of knowledge, such as the biological, social or human sciences. Its importance breaks the sociohistorically established boundaries in the form of subjects, or curriculum components, within a traditional school structure. Within school environments, more specifically math classrooms, we encounter several difficulties in teaching and learning processes, this fact affects the understanding of mathematical concepts by the subjects about the roles of students and teachers. There is a gap between mathematical objects, everyday needs and problem solving. Thus, the acquisition of knowledge about semiotics, discourse, among others addressed in this dissertation, combined with mathematical knowledge and professional experience, helped the researcher teacher to understand some of the flaws present in the teaching process at various levels and some of the difficulties present. in the learning process, also at the most diverse levels, and thus produce this work of unpublished content symbiosis by answering our research question: what relations can be established between Bakhtinian concepts and the researcher's theory of semiotic representation records (TRRS) from the researcher Raymond Duval and what implications do they have for understanding mathematical discourses? We present as objective to study some Bakhtinian concepts, namely: utterance, enunciation, discourse and responsive attitude, and the TRRS in order to analyze possible implications for the understanding of mathematical discourses. For this analysis, we elaborated the activity presented in Appendix A and applied it to students of the Night Mathematics Degree course, in the component Curriculum Special Topics in Basic Mathematics. In this dissertation we present a theoretical discussion about the TRRS, the Bakhtinian concepts previously mentioned in this abstract and about mathematical comprehension. We conclude this paper with an analysis, in the light of previous theories, of the resolutions presented by the students from the problems proposed in the activity presented in Appendix A. In the final considerations we present the conclusion of the establishment of relationships between conversions, treatments and responsive attitude within the relationships. present in mathematics classrooms, a fact that made possible the analysis of some mathematical discourses about students' responses to the activity presented in Appendix A and the verification of some of the implications of these relations for the understanding of mathematical concepts.