A COMPREENSÃO DA LINGUAGEM MATEMÁTICA NAS ATIVIDADES DE SALA DE AULA, COMO RECURSO PARA MELHORAR A APRENDIZAGEM A PARTIR DA TEORIA DA REPRESENTAÇÃO SEMIÓTICA

Abstract

This article brings to light the discussion about the difficulty in understanding mathematical language by elementary school students, as a learning resource for success in activities and for the appropriation of knowledge based on the concept of semiotic review presented by Raymond Duval. The research aims to investigate the importance of understanding mathematical language in classroom activities, as a resource to improve learning based on the theory of semiotic representation. One of the major problems highlighted in elementary education concerns the difficulties in learning Mathematics, many of them due to a lack of assimilation on the part of students of the formulas and symbols that make up their language, considering the semiotic system, the register of representation, as an important factor in meeting the functions related to cognition from the representation and conversion of this language. In this sense, the investigation contributes to discussions related to the difficulties presented by students in relation to understanding mathematical language and success in carrying out activities corresponding to the content proposed by the curriculum syllabus for elementary education. This is a literature review using an exploratory descriptive methodology, with a qualitative approach related to the topic, based on research carried out on the main scientific research sites such as Google Scholar and SciElo. Mathematical language comprises a process of translation or conversion from natural language to a formalized language, specific to that discipline. This characteristic constitutes, in many cases, obstacles to the process of appropriating concepts necessary for learning.