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The objective of this paper is to look for evidence of the attribution of meaning to mathematical objects through the signs associated with doing mathematical modeling. To do so, we analyzed two mathematical modeling activities developed in the early years of Elementary School, with the theoretical contribution of Mathematical Modeling, with attention to children's cognitive actions and Peircean semiotics, with regard to signs and the epistemological triangle, which considers them in association with two other elements: the context of reference and its concept. The qualitative methodology is the one that supports this study since we focus on the signs produced by the children, for mathematical objects, when they develop mathematical modeling activities. We interpret them from the epistemological triangles we build. From these triangles, we consider that the attribution of meaning to mathematical objects emerging in mathematical modeling activities developed is imbricated with the situation that originated the activity, signaling that such attribution is a compound that considers the situation and mathematics in an articulated way. Furthermore, attributing meaning to mathematical objects gains consistency as the signs change, alter, and complement each other in the face of children's cognitive actions. [ABSTRACT FROM AUTHOR]

This paper presents the results of a qualitative and interpretive research and has as its theme the mathematical reasoning and the actions of the teacher when supporting their development. The purpose was to analyze the actions developed by a teacher in the elementary school when conducting a collective discussion of an exploratory math task with 1st grade class. There was a theoretical discussion about mathematical reasoning and its processes and about teacher actions that support the development of mathematical reasoning. The data were collected by audio and video recordings, during the collective discussion of the task and they were analyzed for four categories of actions: invite; guide/support; inform/suggest and challenge. The results indicate that the actions performed by the teacher involved the four categories and that these led the students in the processes of conjecturing, identifying patterns, validating, justifying and generalizing. [ABSTRACT FROM AUTHOR]

In this paper we investigate how the planning and implementation of a mathematical modeling activity that includes information processing, based on the Documentational Approach to Didactics is. The activity analyzed was planned by teachers in continuing education within the scope of a discipline of Mathematical Modeling of the Master's in Mathematics Teaching of Universidade Tecnológica Federal do Paraná. The activity was implemented in four classes with a group of the 7th grade of elementary school by a pair of teachers. The data that supported our analysis came from audio and video recordings of the planning and implementation of the activity, the recording of the lesson plan, the reports delivered by the 7th grade students and a questionnaire about the activity. Through qualitative analysis supported by the Documentational Approach to Didactics and Trees of Association of Ideas, we show that the plan initially structured by the pair was re-elaborated considering suggestions from other teachers in continuing education prior to the implementation of classes, necessary changes during classes and subsequent suggestions to classes with the reports of the pair in a conversation round of the discipline. [ABSTRACT FROM AUTHOR]

This paper presents the results obtained in the development of an extension program registered at the Federal University of Triângulo Mineiro, titled as Math and Chemistry Show, which used the theater methodology as a form of teaching-learning for Mathematics and Chemistry. This program lasted nine months, and it had several stages, such as study, dissemination and application. The program was applied in some state schools of several regions of the city of Uberaba, State of Minas Gerais, Brazil. The program's preference was to attend students who were studying between the 9th year of elementary school and the 2nd year of high school, but students' enrollments were not forbidden for students in other school years. At the end there was an event with presentations of the students participating, in order to demonstrate how much they learned during the program. [ABSTRACT FROM AUTHOR]