O uso do livro paradidático na perspectiva do Modelo dos Campos Semânticos: uma produção de significados para números inteiros negativos

Abstract

This research, based on the Semantic Fields Model, developed in the Postgraduate Program in Science and Mathematics Education at the Federal Institute of Goiás, Jataí Campus, in the research line Fundamentals, Methodologies and Resources for Science and Mathematics Education, aimed to understand the production of mathematical meanings in operations with negative integers with high school students from a public school in Mato Grosso. This research had a qualitative approach and was developed through a pedagogical intervention with a class of 1st year high school students at a state school in Alto Araguaia. The following methodological tools were used: questionnaires, production of a paradidactic book, conversation circles, interactive reading of the work, audio recording, logbook and solving mathematical tasks. In order to carry out the research, the textbook Para que serve a Matemática? (What is Mathematics for?) was developed. And as an educational product, a Teaching Guide was produced showing how to work with this textbook in the subject of mathematics, both of which were produced by the researcher. The textbook produced was participatory and collaborative, presenting a fictional adventure, inserting the students' codenames as the names of the characters and presenting real locations in the municipality of Alto Araguaia to contextualize the story, which required the students' mathematical knowledge to complete the story and explain their reasoning by solving tasks. Among the results of the research, we realized that the meanings produced by the students in the proposed tasks can vary depending on the context, as each student will have an understanding of the question based on their experiences and knowledge of the content, interpreting the questions according to their knowledge. The use of the Semantic Fields Model as an epistemology and research method proved that it is developed in the field of action, and the perception is not of error, but of the process, seeking to understand where the student legitimizes their knowledge. We also realized that the paradidactic book differs from conventional teaching materials by using a more accessible language and exploring the world of fantasy and fiction without losing connections with real life. This motivating approach demonstrated the importance of presenting mathematics in a contextualized and thought-provoking way, breaking with the paradigm that mathematics teaching cannot reach all students.