Os registros de representação semiótica de frações em atividades envolvendo tratamento e conversão

Abstract

Fractions are, in general, feared by most of the students in the different educational stages. This may occur because there isn’t a complete understanding and comprehension of this object, as well as the operations involving fractions. This paper is the result of a qualitative research in the Scientific and Technological Education in wich we tried to verify some difficulties of students about the problem resolution involving fractions, based on the Theory of Register of Semiotic Representation. To obtain the data, we applied diagnostic evaluations about fractions and their registers, decimal and in figures, with students if the middle school, high school and graduation of the region of Araranguá, Santa Catarina. We concluded that there are difficulties in the proceedings involving fractions, mainly in the register of decimal numbers, and those are similar in the middle school and high school. We find out that those difficulties still appear in the graduation, bus as expected, in much less proportion.