Mobilization of Semiotic Means and Multisemiotic Analysis resulting from an Early Algebra situation Multisemiotic Analysis in an Early Algebra situation

Abstract

In this article we present the outline of a qualitative and descriptive research, with reference to two theories of Mathematics Education with a semiotic approach, but with different focuses - the Theory of Records of Semiotic Representation and the Theory of Objectivation. The objective was to investigate how elements of these theories emerge, from a situation in the context of Early algebra, with Elementary School students in Final Years II. Given the mobilization of different semiotic means during the proposed situation, an instrument called - Multisemiotic Analysis - was necessary, in order to contemplate the scope of semiotic means in line with the theories listed. Multisemiotic analysis has three (3) steps. The first contains the description of semiotic means -artifacts, representations, gestures -, among others. The second stage consisted of indicating the processes of objectification and subjectification, in which semiotic means are fundamental. The last stage, the semiotic medium – representations – was considered in relation to their records and the cognitive activities of treatment and conversion. The analytical instrument allowed us to verify the importance of the multiplicity of semiotic means, in addition to the relevance of theoretical references with different approaches, in the investigation of the same situation.