Between noesis and semiosis: Analytic Geometry in textbooks through the lens of Semiotic Representations.
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| Title: | Between noesis and semiosis: Analytic Geometry in textbooks through the lens of Semiotic Representations. |
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| Alternate Title: | Entre la noesis y la semiosis: la Geometría Analítica en los libros de texto a través de la lente de las representaciones semióticas. Entre noésis e semioses: a Geometria Analítica em livros didáticos sob a lente das Representações Semióticas. |
| Authors: | Gobesso, Naiara Camargo1 naiara.gobesso@unesp.br, Amaral, Rúbia Barcelos1 rubia.amaral@unesp.br, Litoldo, Beatriz Fernanda2 beatriz.litoldo@uftm.edu.br |
| Source: | Educação Matemática Debate. Aug2025, Vol. 9 Issue 18, p1-17. 17p. |
| Subject Terms: | *Qualitative research, *Textbooks, *Educational programs, *Teaching aids, *Mathematics education, Analytic geometry, Semiotics |
| Abstract (English): | This paper investigates how analytical geometry is addressed in two collections of textbooks approved by the 2021 National Textbooks and Didatic Materials Program. The research is qualitative in nature and supported by the Teorema System. The analysis, based on the Theory of Registers of Semiotic Representation, shows a predominance of treatment and conversion activities, especially calculation and translation between registers. There is a scarce presence of training activities, which suggests a more instructive than exploratory approach. It is concluded that, although the materials mobilize multiple registers, there are limitations in the connections between them, which may restrict the development of broader semiotic skills by students. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este artículo investiga cómo se aborda la Geometría Analítica en dos colecciones de libros de texto aprobados en el Programa Nacional del Libro y Material Didáctico 2021. La investigación es de carácter cualitativo y está sustentada en el Sistema Teorema. El análisis, basado en la Teoría de Registros de Representación Semiótica, destaca el predominio de las actividades de procesamiento y conversión, especialmente el cálculo y la traducción entre registros. Hay una escasa presencia de actividades formativas, lo que sugiere un enfoque más instructivo que exploratorio. Se concluye que, si bien los materiales movilizan múltiples registros, existen limitaciones en las conexiones entre ellos, lo que puede restringir el desarrollo de habilidades semióticas más amplias por parte de los estudiantes. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Este artigo investiga como a Geometria Analítica é abordada em duas coleções de livros didáticos aprovadas no Programa Nacional do Livro e do Material Didático 2021. A pesquisa é de natureza qualitativa, e amparada no Sistema Teorema. A análise, fundamentada na Teoria dos Registros de Representação Semiótica, evidencia predominância das atividades de tratamento e conversão, especialmente cálculo e tradução entre registros. Observa-se escassa presença de atividades de formação, o que sugere uma abordagem mais instrutiva que exploratória. Conclui-se que, embora os materiais mobilizem múltiplos registros, há limitações nas conexões entre eles, o que pode restringir o desenvolvimento de competências semióticas mais amplas pelos estudantes. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | This paper investigates how analytical geometry is addressed in two collections of textbooks approved by the 2021 National Textbooks and Didatic Materials Program. The research is qualitative in nature and supported by the Teorema System. The analysis, based on the Theory of Registers of Semiotic Representation, shows a predominance of treatment and conversion activities, especially calculation and translation between registers. There is a scarce presence of training activities, which suggests a more instructive than exploratory approach. It is concluded that, although the materials mobilize multiple registers, there are limitations in the connections between them, which may restrict the development of broader semiotic skills by students. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 25266136 |
| DOI: | 10.46551/emd.v9n18a14 |
