Reflections on Vergnaud's Cognitive Theory on mathematics teaching: in the light of semiotic records

Abstract

This article presents a research with didactic-pedagogical approach in measures isomorphisms based on the theory of the conceptual fields of Vergnaud and with contribution in the theory of semiotic registers. The objective was to analyze the didactic use of these theories in the operationalization of mathematical activities by the teachers of the fifth year of elementary school. This is a qualitative research carried out at a municipal school in the city of Raposa / MA, developed in reflexive sessions of Vergnaud's theory. One is destined to the theoretical reflections on the vergnausian theory and the others destined to the elaboration / resolution of mathematical activities, using semiotic registers. It was observed that the teachers had an understanding of all classes belonging to the category of measures isomorphism, as well as the elaboration / resolution, using semiotic registers, with a predominance of multiplication. But in some cases of division, the statements of the problems were not clear and could lead to errors of interpretation. However, they recognized that this methodology allows the use of different registers for the same activity, which contributes pedagogically to the learning of mathematics.