Banca de DEFESA: ADEMIR BRANDÃO COSTA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : ADEMIR BRANDÃO COSTA
DATE: 18/07/2025
TIME: 14:00
LOCAL: GOOGLE MEET
TITLE:

DECIMAL NUMBERS AND FRACTIONS IN THE EXTERNAL EVALUATION OF THE MUNICIPAL EDUCATION SYSTEM OF CANAÃ DOS CARAJÁS/PA: SEMIOTIC REPRESENTATIONS AND MATHEMATICAL PRAXEOLOGIES

KEY WORDS:

Theory of Semiotic Representation Records. Anthropological Theory of Didactics. Decimal numbers. Fractions. External evaluation.

PAGES: 266
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Avaliação da Aprendizagem
SUMMARY:

The thesis in question focuses on the relationships between semiotic representation records (TRRS) and mathematical praxeologies presented in external assessment items involving decimal numbers and fractions, applied by the Municipal Learning Assessment System of Canaã dos Carajás (SAMACC). Our objective was to analyze the mathematical praxeologies and Semiotic Representation Records required in solving fraction and decimal items, presented in the 2023 SAMACC assessment notebooks, considering the descriptors of the reference matrix. The research is characterized as qualitative, descriptive and documentary in nature, focusing on the analysis of 12 items of the SAMACC assessment. The methodology articulates three analytical dimensions: historical, epistemological and didactic, taking into account the identification and classification of representation registers (fractional numeric, decimal, figural, alphabetic register, among others), considering the cognitive functions of conversion and processing; and the Mathematical Organization (praxeology) of the tasks based on types of task, techniques, technologies and the theory required by the item. The results show that key descriptors (D10, D21-D26) reveal a disproportion in the distribution of items, with an overload in “Numbers and Operations” and absence in “Algebra and Functions”, hypothetically leading to the compromise and diagnostic scope of the assessment. The low accuracy rates indicate that students have difficulties with operational techniques and, mainly, with conversion between registers (e.g., alphabetical to numerical decimal), especially in the absence of visual support. Items that required local praxeologies or multiple conversions had lower performance. The thesis argues that contextualized techniques in familiar situations contribute to the development of cognitive processing and conversion functions. It is recommended that more diverse and specific items be produced to improve the assessment and teaching of mathematics.

COMMITTEE MEMBERS:
Presidente - ANNA PAULA DE AVELAR BRITO LIMA
Interno - JADILSON RAMOS DE ALMEIDA
Externa à Instituição - FERNANDA ANDREA FERNANDES SILVA
Externo à Instituição - IDEMAR VIZOLLI - UFT
Externo à Instituição - JOSÉ MESSILDO VIANA NUNES - UFPA