Registros de representações semióticas no estudo de trigonometria por meio de metodologias ativas no ensino remoto

Abstract

This work presents a research developed from the application of a didactic sequence with second year High School students, having trigonometry as the object of this study. The didactic sequences were developed and applied with the hybrid teaching methodology of flipped classroom adaptation. This adaptation was due to the need to develop the work remotely. The study scripts, proposed for the development of asynchronous activities, contained video classes, interactive virtual learning objects (OVA) and guidelines aimed at the elaboration of some OVA by the students themselves, and using the GeoGebra software, among other activities. With the research, we sought to understand how the applied methodology contributes to the development of skills for the registration and transit between different semiotic representations, aiming to identify elements that characterize the occurrence of the learning of contents related to the object of study. Thus, based on the Theory of Registration of Semiotic Representations of the psychologist and professor Raymond Duval, and having as a guiding document for the conduct of activities, the National Common Curricular Base (BNCC). Data collection took place based on the observations of the researcher professor through the field diary, the activities carried out by the students, the application of a questionnaire, and students' reports during synchronous classes. Data analysis took place in a discursive textual form based on the established categories. Based on this analysis, the development of recording and transit skills between different representations of the same object was observed, suggesting the occurrence of learning. Aspects that suggest OVA contributions in this process were identified.