From ink to Braile: what happens when changing the register of a mathematical activity

Abstract

This article aims to partially disseminate the results of a master’s research project whose objective was to analyze what happens in the change of representation register when converting from
ink to Braille in mathematical activities for blind students. This research analyzed seven mathematical
activities from the student’s notebook of the Curriculum Proposal of the State of São Paulo, which
was prepared in ink and transcribed into Braille. In this transition, there is a change in the register
of semiotic representation, but what happens with this change? Is there any change in the meaning
of the activity? Is there any omission or addition of words, symbols, or signs that could affect the understanding of the activity? This document, which is part of a larger study, aims to show the analysis
of an activity from this textbook transcribed from ink to Braille and answer the questions posed, using
Raymond Duval’s theory of semiotic representation registers as a basis. The research was qualitative,
and the method chosen was content analysis. Among the conclusions is that mathematical activities transferred from ink to Braille are not always equivalent because significant units are altered, which can change their meaning.