The theory of semiotic representation registers in geogebra activities: A study with the quadratic function

Abstract

The peculiarities of Mathematical activity, the way it is approached in schools, teaching methodologies and their implications for learning have been research topics in the area of ​​Mathematics Education for some time. However, fostering discussions from these perspectives is still necessary, among other things, due to the insertion of digital information and communication technologies in all areas of human life and, therefore, in the teaching and learning processes. This text presents aspects related to the teaching of quadratic functions in activities in the GeoGebra software discussed in light of Raymond Duval's semiocognitive theory. This text is part of the research developed within the scope of the Professional Master's Degree in Education whose objectives include fostering discussions on the teaching of functions in GeoGebra based on the theory of semiotic representation registers and building an Educational Product in the form of a didactic proposal for the study of quadratic functions. The research methodology was qualitative and exploratory in nature, with the collection, organization and analysis of data based on Content Analysis. Software activities were chosen to be analyzed in light of the theory and others were developed based on aspects of the theory. The results pointed to the recognition of the software's potential in teaching, enabling the focus on the cognitive activities necessary for learning, such as conversions between distinct semiotic representations of the quadratic function.