Aprendizagem semiótica em portfólios avaliativos de atividades de modelagem matemática no 6º ano do ensino fundamental

Abstract

This research aimed to investigate how the actions of Basic Education teachers and students using an evaluative portfolio of mathematical modeling activities can promote semiotic learning. Therefore, we are guided by Mathematical Modeling as a pedagogical alternative in which we consider teaching interventions as mediators of the development of mathematical modeling activities in the context of the portfolio as an assessment instrument. To highlight semiotic learning, we focus on the Learning Components – conceptual, algorithmic, strategic, communicative and semiotic – under which we focus attention on the Theory of Semiotic Representation Records, more specifically on the cognitive activities of treatment and conversion. The qualitative research of an interpretative nature was supported by the students' written records and the teacher's written interventions in the portfolio of one of the groups (Group 2) of a 6th year elementary school class at a public school located in Assaí-Pr, northern region of Paraná, during regular mathematics classes, in the first and second academic quarters of 2023. However, due to the need to illustrate procedures undertaken in the classroom, we considered some images collected during the development of the activities. The specific analysis of four mathematical modeling activities (Picnic at Zerinho, Water, Electricity and Car Competition) made it possible to highlight student actions that relate to the development of the five components of learning during the phases of the modeling cycle. The students' semiotic learning occurred throughout the process based on the teacher's observation and interventions made through written feedback in the portfolio of the group of students analyzed, which requested, demanded or suggested adjustments to the record already produced, maintaining the same representation system (treatment) or through transformations changing the representation system (conversion). The feedback provided by the teacher provided students with new learning opportunities, so that they were able to modify resolution procedures, organize data, correct errors and use knowledge from the 6th year of Elementary School, characterizing formative assessment. Based on this analysis, we grouped teaching interventions into three categories: Making changes to procedures and organizing data, Correcting mistakes and Making use of content from the 6th year of Elementary School. These groupings, to a certain extent, revealed the teacher's intentions with the production of the portfolio of modeling activities in which the focus was mainly on approaching the contents present in the 6th year curriculum matrix. Based on this research, we developed an Educational Product that aims to present a guide for teachers interested in implementing evaluative portfolios of mathematical modeling activities in their classes.