Imagens virtuais e atividades matemáticas: Um estudo sobre representação semiótica na página do Facebook Matemática com Procópio

Abstract

With the evolution of the technologies and of social networks, the image, which has come a way of innovations and transformations over the decades, became a powerful and amazing tool that can be used as an artifact for the production of meanings, and can wake up the interest of those who use visual resources in their methodologies. In the present work, we have the following research question: what is the role the virtual image in the Math pages on the social network Facebook? We use the qualitative approach of exploratory type for analysis of virtual images available in posts on a social network, so that we can approach the reality of the studied objects, as well as make a bibliographical survey on the subject. As for the methodological procedures, our research is divided in some moments. In the first one, we chose a Facebook Social Mathematics Fanpage (Procopian Mathematics) and cataloged 292 virtual images in a time frame from March / 2016 to March / 2018. From the studies by Peirce and Duval, we analyze the images to know the resignifications that could arise in the imagetic structures during the processes of construction of mental objects, what the potentialities of these activities have and what function these possible images play in the mind. readers and whether they assume a didactic role. The initial results indicate that the virtual image of the Math pages of Facebook can play a didactic role and assume some of the functions, contributing to the process of production of meanings, in relation to the different contents of Mathematics. As to the semiotic, from it, we can study the relationship of how the signs, the images, the symbols present in our mind, especially, by means of the activities that we classify as Challenges symbolic of the type Figure illustrates. In this way, we believe that the virtual image can serve as a means, a way to reach or refer to new semiotic representations. This work leads us to conclude about the importance of the insertion of the virtual image as a resource for imagery in the classroom who, in a planned way, can contribute to processes of teaching and learning content mathematical.