Semiocognitive architecture elaboration for learning the look in cartesian graphic representations

Abstract

Learning to look is a fundamental intellectual gesture in scientific learning: the biologist needs to understand what he sees under a microscope; the physical in a graph that governs the movement of a piece of furniture; the common reader seeks to understand an infographic published in a magazine with a large circulation. Created in the 14th century, the geometric-Cartesian representation system has historical consequences in the development of mathematics, it proved to be a multidisciplinary learning tool. In mathematics, it is a specific learning topic that does not depend on practical applications from other disciplines. The straight line, as a mathematical object, is present throughout the student's basic training itinerary. In this work, we will present a look at the study of the line in analytic geometry, from the perspective of Raymond Duval's Theory of Semiotic Representation Registers. A qualitative analysis of an activity on this subject will also be carried out, applied in a third-year class of technical education integrated into high school at a Federal Institute located in Santa Catarina. Discursive and metadiscursive functions related to the students' resolution will be pointed out, as well as the visual variables and corresponding symbolic units indicated by the subjects in the activities carried out.

Keywords/Palabras clave: Line Study, Cartesian Geometry, Global Qualitative Apprehension