Estratégias metacognitvas de leitura na interação linguagem matemática - língua materna.

Abstract

In this research one assesses the role of the use of metacognitive reading strategies aiming at an interaction between the mathematical language and the mother tongue in mathematical problems where fractions are involved. To this purpose, an application referred to as “FraçãoTeen” was developed for mobile devices, focusing on the teaching-learning of fractions. According to the Educational Assessment System of Pernambuco (SAEPE), in recent years, students have shown difficulties in learning rational numbers, especially in fractions, even when they are applied to mathematical problem-solving situations. This research is based on studies that propose the use of metacognitive reading strategies for the interaction between the mathematical language and mother tongue. Given the characteristics of mathematical language, which is based on codes and symbols, the present work points out to the possibility of a teaching scenario which articulates with the mother tongue and, leading to an enhancement of the student's mathematical literacy. Metacognitive strategies represent the monitoring of selfcognition, in which the student has the opportunity to monitor, self-regulate and apply the strategies in mathematical problems of their daily lives. Yet, this research relied on the Semiotics, and the Theory of Registers of Semiotic Representation as a proposal to represent fractions. Data collection was carried out with two groups: Mathematics and Portuguese teachers, in which each participant ran the application, and then assessed its performance through three different questionnaires. Results pointed out that the use of metacognitive strategies for the interaction between mathematical language and mother tongue can bring forward contributions to the teaching-learning process of fractions.