Semiotic Analysis of Teacher Guidance in a Mathematical Modelling Activity
DOI:
https://doi.org/10.5007/1981-1322.2026.e110368Keywords:
Training in mathematical modelling, Conscience, Peircean semioticsAbstract
In this paper presents partial results of an investigation within the scope of a productivity research project of the Araucária Foundation, aiming to highlight how a teacher who participated in a mathematical modelling training design becomes aware of her guidance in developing a practice with students in Basic Education. The theoretical framework supporting the investigation is based on mathematical modelling as a pedagogical alternative that relies on teacher guidance to obtain a solution to a problem originating from a real-world theme, in which signs are produced and can reveal awareness of the approaches taken. Through a qualitative and interpretative approach, supported by the triangulation process, we analyzed the awareness of teacher guidance in audio and video recordings of the activity developed with a 7th-grade class in Elementary School and in a conversation between the researcher and the teacher after the practice was implemented. The results indicated that, beforehand, the teacher provided teacher guidelines considering the students' experiences; however, as the modeling activity progressed, she became aware that the guidelines have specificities for each theme addressed in the classroom, requiring attention to actions that allow a mathematical approach to be discussed. It is about being constantly updated in order to unite time, the meaning of learning, and thought.
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