As medidas de tendência central e de dispersão nos livros didáticos da educação básica segundo a teoria dos registros de representação semiótica de Duval

Abstract

The present work falls within the scope of mathematics education and its general objective is to analyze how the theme “measures of central tendency and dispersion” is approached in the textbooks used in the Escola de Educação Básica Santa Lúcia (Santa Lúcia Basic Education School) in the municipality of Novo Horizonte in Santa Catarina, in the context of the Final Years of Elementary School and High School, and how this approach relates to Duval's Theory of Registers of Semiotic Representation. To meet the general objective, some specific objectives were outlined: i) to identify the approaches developed in the textbooks on measures of central tendency and dispersion, considering definitions, theorems and explanations as well as examples, problems and exercises; ii) to analyze, based on Duval's Theory of Registers of Semiotic Representation, the representations of measures of central tendency and of dispersion presented in the textbooks.To support the analysis of the data collected in the textbooks, an investigation was carried out through exploratory and bibliographic research, with the search for articles and books in the Google Scholar and My Library portals. The study had a qualitative character, analyzing and describing the relationship between the way in which measures of central tendency and dispersion are presented in textbooks of different levels of education of the basic education and Duval's Theory of Registers of Semiotic Representation. From the analysis carried out in this study, it was noticed that, despite being important, the registers of representation and cognitive operations (elements covered in Duval's Theory of Registers of Semiotic Representation) are not used satisfactorily in the analyzed textbooks, which can, consequently, impair the students' understanding of the content.