Author(s)

Raimundo Luna Neres^1,2, Eliziane Rocha Castro³, José Carlos Miguel⁴

¹CEUMA University-UNICEUMA, Sao Luís, MA, Brazil.
²Graduate Program in Basic Education Teaching Management-UFMA, Sao Luís, MA, Brazil.
³Public Teaching Network, MA, Brazil.
⁴Department of Didactics, Postgraduate Education Program, UNESP, Marilia, SP, Brazil.

This article presents the research carried out with a focus on didactic-pedagogical experience developed on the four fundamental operations of Arithmetic with contribution in Duval’s Theory of Semiotic Representation Registers. Mackinder Box was used as didactic material and records of semiotic representation in natural, numerical and geometric languages. This is a qualitative research carried out with students of Pedagogy course, from a Public University of Fortaleza, CE, Brazil, with the purpose of analyzing the appropriation of the didactic-pedagogical use of the Mackinder Box and the semiotic representations in the operationalization of the Four operations by these students. The investigation revealed that the students learned the methodological use of the Mackinder box in the application of the fundamental operations and recognized that the methodology used allows using different strategies of resolution for the same mathematical activity. However, the research also showed that students had difficulty working with the conversion between records of semiotic representation.

Mathematics Teaching, Arithmetic Fundamental Operations, Registers of Semiotic Representation, Mackinder Box

Neres, R. , Castro, E. and Miguel, J. (2017) Mathematics in the Initial Years of Fundamental Teaching in Brazil: An Experience with Teachers in Training in the Pedagogy Course. Creative Education, 8, 607-626. doi: 10.4236/ce.2017.84047.