Banca de DEFESA: GILBERTO BESERRA DA SILVA FILHO

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : GILBERTO BESERRA DA SILVA FILHO
DATE: 10/07/2025
TIME: 14:00
LOCAL: Googel Meet
TITLE:

Geometric thinking from semiotic representation registers: a study on prisms and pyramids

KEY WORDS:

semiotic representation; geometry education; semi-cognitive operations; dynamic geometry; didactical engineering.

PAGES: 249
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

Tasks that demand the joint interpretation of geometric figures and their accompanying verbal statements remain a persistent challenge in school geometry, a fact that makes this topic central to both mathematics‐teacher education and Basic Education curricula, as well as to current research in Mathematics Education. In an attempt to solve, or at least minimize, such difficulties, it was noticed that the solution heuristics, that is, that the student is able to visually understand a figural re-presentation and promote the necessary modifications, relates these two activities, with the perspective of deducing and expressing possible solutions. This intellectual gesture of deducing and expressing viable solutions, for the researcher Duval, depends on the awareness of semi-cognitive operations discursive expansion, which is coordinated by others. In this context, this qualitative research was produced with the main objective of proposing a sequence of activities for the development of geometric understanding of prisms and pyramids based on the semi-cognitive operations of Duval’s Theory of Semiotic Representation Registers (TRRS), mediated by GeoGebra. Guided by TRRS and methodological principles from Artigue’s Classical Didactical Engineering, we designed a GeoGebra-mediated didactic sequence focused on prisms and pyramids. The intervention was implemented in four classes of high school students from an Escola de Referência em Ensino (State Reference School), part of the public school system in the city Flores, state Pernambuco. The sequence deliberately pushed students beyond routine practice by requiring them to mobilize semi-cognitive operations in order to expand mathematical discourse while solving figural tasks. Data analysis revealed that the coordinated action of semi-cognitive operations—especially the ability to translate between registers and to expand discourse—played a decisive role in fostering geometric understanding. Moreover, sustained discursive expansion not only deepened students’ comprehension but also surfaced misconceptions and learning gaps that warrant pedagogical attention. These findings underscore the educational value of integrating semiotic-representation theory with dynamic-geometry software and provide evidence that carefully structured didactic engineering can enhance students’ conceptual grasp of three-dimensional geometry.

COMMITTEE MEMBERS:
Presidente - VLADIMIR LIRA VERAS XAVIER DE ANDRADE
Interna - ANNA PAULA DE AVELAR BRITO LIMA
Interna - ELISANGELA BASTOS DE MELO ESPINDOLA
Externa à Instituição - FERNANDA ANDREA FERNANDES SILVA
Externo à Instituição - JOSÉ JOELSON PIMENTEL DE ALMEIDA - UEPB