Canções matemáticas: contribuições para o processo de representação semiótica de conceitos matemáticos no ensino fundamental

Abstract

The general objective of this investigation was to understand how Mathematical Songs can contribute to the semiotic representation of mathematical concepts in Elementary Scholl. Specifically, it was intended to identify what kinds of mathematical songs can contribute to the apprehension of mathematical objects; to analyze how the linguistic elements of the song can interfere with the apprehension of mathematical objects; and to analyze how the musical elements of the song can interfere with the apprehension of these objects. With a qualitative approach, the research is configured as an ethnoresearch-training, considering the need of the researched and the researcher subjects, together, to seek the construction of new knowledge about the theme addressed. In it, were used observation and dialogical-singing groups to collect information. In the context of the investigation, a private school in Feira de Santana, Bahia was researched, where students from the 5th grade of Elementary School were part of the research subjects. With a very peculiar and heterogeneous contribution of theoretical and epistemological references, it was possible to build a cognitive-emotional plot with the information obtained through the contact with the students. Often, they converged to what was already stated in previously visited theoretical statements, but, on the other hand, they demanded new searches, given some conflicts between the theoretical discourse and the practice experienced by the subjects in question. The discoveries in this investigative process, converged to answer the research questions and revealed unforeseen themes, thus demonstrating the importance of researching a possibility of didactic action that has not been studied a lot yet. From the results, the elaboration of the definition of mathematical song; the discovery of the possibility of, with it, the transit between at least two types of semiotic representation registers, contributing to the apprehension of mathematical objects, basis of Mathematical learning; as well as the understanding that the presence of the mathematical song in the scope of teaching and learning constitutes a potentially ludic activity, which helps to promote a ludic ambience, helping the development of a ludic-formative character and giving rise to a sensitive didactics, which, together, propitiates, to the student, a more active and lively connection with the knowledge presented during the process of teaching and learning Mathematics, thus generating greater potential for the construction of knowledge.