Representação semiótica para estudantes com cegueira: uma forma de ver o abstrato

Abstract

This research seeks to investigate the contribution of Raymond Duval’s theory of semiotic representations in the teaching and learning process of students with blindness, proposing a didactic sequence that involves multiplano educational technology in teaching first degree polynomials to a blind student from the integrated technical high school of a federal institution of technical and integrated education. Raymond Duval’s theory of semiotic representations (2012) addresses the importance of representations in student learning. With this in mind, the research question arises: what are the contributions of Raymond Duval’s theory of semiotic representations (2012) in the teaching and learning process of First Degree Polynomial Function for blind students? For this, a didactic sequence was proposed that consists of four activities, with the use of Multiplan educational technology, and which were divided into five moments: recognition of the Cartesian plane, location of coordinates in the plane, identification of coordinates in the plane, point-to-point substitution, identification of the behavior of the function and construction of the function. The data were analyzed from 3 analysis categories, which emerged from the collected data, each containing 2 subcategories.