Written production analysis of higher education students: a semiotic approach

Authors

  • Victor Hugo dos Santos Gois Universidade Tecnológica Federal do Paraná
  • Karina Alessandra Pessoa da Silva Universidade Tecnológica Federal do Paraná
  • Jader Otavio Dalto Universidade Tecnológica Federal do Paraná

DOI:

https://doi.org/10.5007/1982-5153.2019v12n1p255

Abstract

In this paper we present results of a research developed with students of Chemistry Degree in a discipline of Differential and Integral Calculus 1 whose objective was to analyze as written productions, through the signs produced in activities that deal with functions defined by more than one sentence. Thus, theoretical references dealing with semiotics as a science of signs and reflections on the Written Production Analysis in Mathematics have subsidized our qualitative and interpretative analysis. As analyzed activities were solved in the classroom and composed, along with other issues, one of the three tests developed during the semester (semester regime) and proposals at the end of the study of a block of contents. The test whose activities were analyzed was the first to be, made by the students and evaluated, also, the study of limits and continuity. The notes we generate have as a premise the written signs produced in student resolutions, in which we could know, as well as identify some weaknesses as to knowledge about the functions defined by more than one sentence.

Author Biographies

Victor Hugo dos Santos Gois, Universidade Tecnológica Federal do Paraná

Licenciado em Matemática pela Universidade Estadual de Londrina (UEL). Especialista em Ensino de Ciências e Matemática pela Universidade Tecnológica Federal do Paraná (UTFPR), Campus Londrina. Mestrando em Ensino de Matemática do Mestrado Profissional também pela Universidade Tecnológica Federal do Paraná, Londrina – Cornélio Procópio.

Karina Alessandra Pessoa da Silva, Universidade Tecnológica Federal do Paraná

Professora da Universidade Tecnológica Federal do Paraná, Campus Londrina, atuando nos cursos de Licenciatura em Química e Engenharia de Produção e no Programa de Pós-Graduação Mestrado Profissional em Ensino de Matemática (PPGMAT). Graduada em Matemática (Licenciatura) pela Universidade Estadual de Londrina (2000). Especialista em Educação Matemática pela UEL (2007). Mestre e Doutora em Ensino de Ciências e Educação Matemática pela Universidade Estadual de Londrina (2013). É uma das coordenadoras do Grupo de Estudos e Pesquisas em Modelagem, Investigação e Tecnologia (GEPMIT) / UTFPR.

Jader Otavio Dalto, Universidade Tecnológica Federal do Paraná

Professor Adjunto do Departamento Acadêmico de Matemática da Universidade Tecnológica Federal do Paraná - Campus Cornélio Procópio. Atua no Programa de Pós-Graduação Mestrado Profissional em Ensino de Matemática (PPGMAT). Mestre e Doutor em Ensino de Ciências e Educação Matemática pela Universidade Estadual de Londrina.

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Published

2019-05-27

Issue

Vol. 12 No. 1 (2019)

Section

Articles

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