A relação com o saber matemático de alunos ingressantes na universidade.

This paper investigates the relations with knowledge through questionnaires, interviews, tests and follow-up lessons, established by students entering the university, and proposes a table with subdivisions geared specifically for mathematical knowledge, in the three dimensions elaborated by Bernard Charlot. The relationship of the objectification-denomination type were prevalent among the students surveyed, with simple acceptance and very little argumentation about the truth of mathematical propositions, which tends to generate superficial learning and helps to explain the low learning achievement. The table with the subdivisions can be used in research on learning, teaching projects, as well as for the analysis of low school approval rating situations. [ABSTRACT FROM AUTHOR]