Investigando os significados e representações semióticas dos números racionais trabalhados no livro didático do 6º ano do ensino fundamental

Abstract

The present study is an excerpt from the TCC of the author of this article that aimed to investigate the meanings and records of representations of rational numbers that are worked on in the textbook of the 6th year of elementary school, based on the Theory of Records of Semiotic representations and some research on the meanings and registers of semiotic representations of rational numbers. In order to achieve this objective, a bibliographic research with a qualitative approach was used, with quantitative elements, of a descriptive nature with strategic application. The most worked meaning was the part-whole. In relation to registers of semiotic representations of rational numbers, the most used was the register of fractional symbolic representation. Among the conversions, the most worked was the one whose starting record is the two-dimensional geometric representation record and the arrival record is the fractional symbol. Therefore, it is concluded that the teacher should not stick only to the textbook, but must have a critical and analytical look, seeking new tools to improve the teaching and learning process.