Geometria analítica: análise de coleções de livros didáticos do ensino médio sob a ótica dos registros de representação semiótica

Abstract

This paper aims to analyze how Analytical Geometry is proposed in the High School Mathematics textbook collections. Therefore, it was decided to seek theoretical input in Duval's ideas when proposing the theory of the Semiotic Representation Registers. In order to achieve this goal the following research question was organized: What are the types of activities proposed in the collections of Mathematics textbooks, approved by the National Program of Textbook (2015), regarding the concepts of Analytical Geometry? The development of this work followed the presuppositions of qualitative research. The analysis of the sources of data production was performed through Content Analysis. The data sources used were three collections of Mathematics textbooks. The analysis of these didactic resources allowed us to conclude that aspects of Semiotic Records Theory in Textbooks are in parts answered, with emphasis on conversion. However, different meanings are not explored, not just the conversions in which the formula has already been presented. In addition, it was verified that the use of software is only proposed by one of the collections. However, the activities in which the author suggests the use of this resource are rare.