As dificuldades relacionadas à aprendizagem do conceito de vetor à luz da teoria dos registros de representação semiótica

Abstract

This work was developed in order to contribute to teaching and Analytic Geometry for learning in higher education. To accomplish this we rely on the theoretical framework of Raymond Duval - With the theory of the semiotic representation registers - in classes exhibitions, classroom activities and the exploration of a greater number of Vector representations of mathematical object. Our goal was to identify and analyze the difficulties in production and processing representations of the vectors that characterize the learning of loopholes concept of that object. The research subjects were students of a in Mathematics at the University of Pará - UEPA, Regional Center of the Lower Tocantins - NURBAT located in Moju - PA. The research was divided into stages, where at first, the group witnessed lectures focused on the study of vectors, exploiting the various representations of the object as well as basic operations, the second stage the resolution list of exercises (activities 1 and 2), with questions taken from the discipline and recommended reading individual assessment. Finally the analysis of the resolutions made by subjects. The instruments of data collection included questions of representation of vector algebra in the records, and figural language natural as well as conversions between these records. After analyzing resolutions, they were grouped by categories including: confusion between point coordinates and vector coordinates, difficulty in application of the rule of the parallelogram, difficulty in identifying vectors equal and records involving the conversion between geometric registration. By final aim of the tests where students feel more difficulties according to the peculiarities of the resolutions presented and they also suggest the possibility of continuing the research on it object.