Interactive Mathematics Laboratory and the Production of Semiotic Representations

a study of the multiplane in connection with the BNCC

Authors

DOI:

https://doi.org/10.46312/db9yp573

Keywords:

Semiotic representations;, Pedagogical mediation;, Manipulable teaching material;, Epistemological obstacles;, Teaching functions.

Abstract

This article presents the results of a Professional Master's degree in Science Teaching and Mathematics Education research project that aimed to analyze teacher mediation in the use of the Multiplane Kit to transform it into a meaningful mathematical learning tool. Using an exploratory qualitative methodology, Duval's Theory of Semiotic Representation Registers (TRRS) (2003) and BNCC (2018) guidelines were applied to examine the resource of Interactive Mathematics Laboratories. Problem situations involving affine, quadratic, and exponential functions were implemented. The results revealed that the effectiveness of Multiplane depends on the quality of pedagogical mediation, with the lack of conversion between algebraic, graphical, verbal, and geometric registers being the main epistemological obstacle to solid conceptual construction. As an educational product, a teaching guide aligned with the TRRS and BNCC was developed to support teachers. It is concluded that there is an urgent need for continuing education policies that train teachers in the epistemologically conscious use of concrete materials, redefining Interactive Mathematics Laboratories as spaces for the development of critical mathematical thinking.

Author Biographies

  • Wellson de Azevedo Araújo, Universidade Estadual da Paraíba - UEPB

    PhD candidate in Science Teaching and Mathematics Education at the State University of Paraíba (UEPB). Master's degree in Arts from the Federal University of Paraíba (UFPB). Master's degree in Science Teaching and Mathematics Education from the State University of Paraíba (2020). Mathematics teacher in Paraíba State and Arts teacher at the Municipal Government of Picuí-PB. Has experience in the field of Education, with emphasis on: pedagogy, school management, teaching methodology (methods and techniques), teaching-learning, arts education, education and teacher training.

  • Dr. Aníbal, State University of Paraíba (UEPB)

    He holds a Bachelor's degree in Mathematics from the Federal University of Campina Grande (1987), a Licentiate degree in Mathematics from the State University of Paraíba (1989), and a Bachelor's degree in Statistics from the State University of Paraíba (1993); a specialization in Education from the Federal University of Campina Grande (1991); a Master's degree in Education from the Federal University of Paraíba (2002), and a PhD in Education from the Federal University of Paraíba (2015). He is currently a professor at the State University of Paraíba (UEPB). He has experience in Mathematics, with an emphasis on Mathematics Education, working mainly on the following topics: methodology, mathematics teaching, and mathematics education for young people and adults. He teaches courses such as: Mathematics Laboratory, Teaching Practices in Mathematics; Research Methodology in Mathematics; and Supervised Internship. Linked to the Graduate Program in Science Teaching and Mathematics Education (PPGCEM) at the State University of Paraíba.

References

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Published

2026-09-11

Issue

Vol. 19 No. 55 (2026): Volume 19, número 55 – 2026

Section

Artigos (fluxo contínuo)

License

Copyright (c) 2026 Perspectivas da Educação Matemática

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to Cite

ARAÚJO, Wellson de Azevedo; MACIEL, Aníbal de Menezes. Interactive Mathematics Laboratory and the Production of Semiotic Representations: a study of the multiplane in connection with the BNCC. Perspectivas da Educação Matemática, [S. l.], v. 19, n. 55, 2026. DOI: 10.46312/db9yp573. Disponível em: https://periodicos.ufms.br/index.php/pedmat/article/view/24245. Acesso em: 22 sep. 2026.