Registros de representações semióticas em análise de regressão: Uma proposta de sequências didáticas com uso do software Geogebra

Abstract

The objective of this research was to evaluate the efficiency of the GeoGebra software to approach the mathematical concepts contained in the simple linear regression. We assume that the software has the necessary resources to assist the student in creating representations of the mathematical objects involved in this analysis. In order to base our expectations regarding the learning benefits that the tool can bring, we resort to the Theory of Registers of Semiotic Representations, according to which the mathematical object can only be apprehended through representations and that the quality and variety of these representations are fundamental for the Learn. The methodology used was Didactic Engineering, through the confrontation of the a priori analyses, and the a posteriori analyses, made after the implementation of a didactic sequence, carried out through an experimental process, in a class of the 3rd grade of High School in a School of Apuí-AM. The didactic contract, according to Brousseau’s (2008) orientation, was the instrument used to establish the responsibilities and limits of each of the agents involved in the experiment. The results revealed that the use of GeoGebra software, articulated with the teaching proposals presented, can contribute to the learning of Statistical regression analysis contents in an efficient and inclusive way. Its use goes beyond performing calculations arranged in tables, as electronic spreadsheets already do. Its differential is the resources that allow the student to interact with the mathematical object and the conversion from algebraic language to graphics and imagery languages, and vice versa