Navegando por Autor "Tozo, Guilherme Augusto Bossi"

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    Dissertação
    Aprendizagem de derivadas com base na teoria dos registros de representação semiótica e nas múltiplas representações.
    (Universidade Estadual do Norte do Paraná, 2026) Tozo, Guilherme Augusto Bossi; Sanzovo, Daniel Trevisan; http://lattes.cnpq.br/6173596073595767
    This dissertation reports on a research study that designed and implemented a teaching proposal aimed at fostering the learning of Derivatives of mathematical functions, a core topic in Differential and Integral Calculus. The instructional approach was grounded in the theoretical frameworks of the Theory of Semiotic Representation Registers and Multiple Representations, and was applied to undergraduate Mathematics students. The primary objective was to investigate evidence of learning resulting from the implementation of an Activity Sequence structured according to these theoretical perspectives. The study adopted a qualitative research methodology. Data analysis relied on the principles of the Theory of Semiotic Representation Registers and the Pedagogical Functions of Multiple Representations, focusing on the production and use of registers generated during the five activities comprising the Educational Product. Findings revealed three main student profiles: (i) those who successfully completed the tasks, coherently managing both treatments and conversions between registers; (ii) those who initially struggled but showed significant progress, completing the final activities more effectively; and (iii) those who faced persistent challenges in treatments and conversions, failing to complete most proposed tasks. These results underscore the central role of register coordination in mathematical learning and highlight the pedagogical value of approaches that deliberately explore the complementary, restrictive, and deepening functions of Multiple Representations. The study further shows that successful learning is not tied to mastering a single register, but rather to the ability to articulate multiple representational forms, enabling deeper conceptual understanding of derivatives. In conclusion, teaching proposals based on the Theory of Semiotic Representation Registers and on a Representational Diversity approach constitute promising strategies for teaching Differential and Integral Calculus. However, the findings also point to the need for further research extending this framework to other mathematical domains and educational.
  • Imagem de Miniatura
    Produto educacional
    Sequência de atividades à luz dos registros de representação semiótica e das múltiplas representações para a aprendizagem de derivadas
    (Universidade Estadual do Norte do Paraná, 2026) Tozo, Guilherme Augusto Bossi; Sanzovo, Daniel Trevisan; http://lattes.cnpq.br/6173596073595767
    This dissertation reports on a research study that designed and implemented a teaching proposal aimed at fostering the learning of Derivatives of mathematical functions, a core topic in Differential and Integral Calculus. The instructional approach was grounded in the theoretical frameworks of the Theory of Semiotic Representation Registers and Multiple Representations, and was applied to undergraduate Mathematics students. The primary objective was to investigate evidence of learning resulting from the implementation of an Activity Sequence structured according to these theoretical perspectives. The study adopted a qualitative research methodology. Data analysis relied on the principles of the Theory of Semiotic Representation Registers and the Pedagogical Functions of Multiple Representations, focusing on the production and use of registers generated during the five activities comprising the Educational Product. Findings revealed three main student profiles: (i) those who successfully completed the tasks, coherently managing both treatments and conversions between registers; (ii) those who initially struggled but showed significant progress, completing the final activities more effectively; and (iii) those who faced persistent challenges in treatments and conversions, failing to complete most proposed tasks. These results underscore the central role of register coordination in mathematical learning and highlight the pedagogical value of approaches that deliberately explore the complementary, restrictive, and deepening functions of Multiple Representations. The study further shows that successful learning is not tied to mastering a single register, but rather to the ability to articulate multiple representational forms, enabling deeper conceptual understanding of derivatives. In conclusion, teaching proposals based on the Theory of Semiotic Representation Registers and on a Representational Diversity approach constitute promising strategies for teaching Differential and Integral Calculus. However, the findings also point to the need for further research extending this framework to other mathematical domains and educational levels, exploring conditions that foster the spontaneous coordination of registers.