Uma análise dos números reais em livros didáticos por meio de pistas semióticas

Abstract

The present work is the result of an ongoing research in the Postgraduate Program in Mathematics Education of the Federal University of Juiz de Fora where Charles Sanders Peirce's Semiotics and Michael Friedrich Otte's Complementarity are approached in order to justify the analysis done to understand the representations presented in the math textbooks regarding the set of real numbers. The representations of the conceptualization and/or the activities in the textbooks are treated as semiotic clues for giving meaning to what is being studied. This research is necessary because we understand that teachers need to look at the formal and intuitive aspects, the discrete and the continuous, the algebraic and the geometric, when teaching the real numbers. Through these semiotic clues, we seek to justify a new methodological possibility known as Thoughts Experiments in Mathematics Education, which is providing the development of the activities of the educational product.