O uso do software Modellus 4.0 como ferramenta interdisciplinar: um estudo sobre fenômenos físico matemáticos na perspectiva da Teoria dos Registros de Representação Semiótica

Abstract

Digital technologies and interdisciplinarity have become important allies in teaching and learning processes, especially in the exact sciences. In this sense, the general objective was to investigate the limits and possibilities of using Modellus 4.0 as an interdisciplinary tool for the study of Linear Function and Quadratic Function through physical-mathematical problems, in light of the Theory of Semiotic Representation Registers (TRRS). We ask: Is Modellus 4.0 an effective technological tool for interdisciplinary teaching and learning between the disciplines of Physics and Mathematics. To this end, we defined the following specific objectives: a) to analyze the use of Modellus 4.0 for teaching Linear Function in an interdisciplinary manner through kinematics problems, in light of the aspects of formation, processing, and conversion of semiotic representations predicted by the Theory of Semiotic Representation Registers; b) to evaluate, in light of the Theory of Semiotic Representation Registers, the process of Global Interpretation of Figural Properties mobilized by students when using Modellus 4.0 software for the interdisciplinary study of Linear Functions with kinematics problems; c) to assess the students' level of mathematical knowledge, developed through the use of Modellus 4.0 software, focusing on their ability to perform conversions between different registers of semiotic representation. This is a participatory research with a qualitative bias, starting from the collection of records of eighteen Full-Time High School (EMTI) students from a state school in the municipality of Lontra, Minas Gerais. Sequences of activities were implemented in ten two-hour meetings held in the computer lab. The collected data, in physical and digital formats, were categorized, analyzed, and discussed according to the TRRS aspects. The results demonstrated the effectiveness of this software for teaching and learning first- and second degree functions through an interdisciplinary approach with kinematics concepts. This is because, through the intervention, participants from different years of high school explored, using the Modellus 4.0 software, physical-mathematical problems in kinematics, from the most basic to those involving a greater richness of physical concepts and mathematical processes.We infer that by mobilizing the main cognitive aspects of TRRS, the level of knowledge of the mathematical object and physics concepts was increased through the intervention. The perpetuation of unidisciplinary work, poor IT infrastructure, and the persistence of decontextualized teaching are factors limiting the use of this tool. This study may contribute to the dissemination of this and new interdisciplinary approaches based on physical-mathematical problems for the teaching and learning of Mathematics using this software, given the collective work between two disciplines that meet in both achievements and challenges