Resumo:
This work integrates three themes into the teaching of mathematics that maintain
a more current dialogue with each other than ever before: philosophy of mathematics,
semiotics and computational resources in teaching. This is justified by the fact that, at
all levels of education, mathematics is an area in which students still have considerable
learning difficulties and by the fact that there are many works in mathematics education
pointing to the use of computational resources as an aid in resolution of these difficulties,
although this, in itself, is not enough to solve the problem. The fact that children,
teenagers and young people are already digital natives may explain this importance. But
understanding the difficulties in learning mathematical knowledge undoubtedly implies
understanding what this mathematical knowledge is, that is, its nature, which is abstract.
The theory of semiotic representation registers discusses this very well and emphasizes
its relationship with learning in mathematics. Then these themes are, in a logical and
cohesive way, addressed and integrated into the work, until they are applied to the analysis
of the educational product associated with it, which corresponds to animations involving
representations of some arithmetic and algebraic concepts, developed from computational
algorithms in language Python, using the Manim library.The new feature that allows the
use of Python codes to make constructions in GeoGebra is also used to make animations
of the same nature, in a way of better usability in the classroom by the reading teacher,
ending the work.
