APREENSÕES FIGURAIS EM PROVAS DA PRIMEIRA FASE DA OBMEP NÍVEIS 1 E 2 (2005 - 2022) SOBRE A GRANDEZA GEOMÉTRICA ÁREA

Abstract

This article addresses the importance of the relationship between figural and discursive registers in Geometry, specifically for the study of the geometric quantity area. To this end, it draws on semiotic representation registers, emphasizing figural understandings and the theoretical model of area as a quantity, as well as the situations that give meaning to the concept of area. Thus, the article aims to analyze how the concept of area of plane figures is presented in questions from the first phase of the OBMEP (Organizational Exam) for the final years of elementary school, considering figural understandings and situations that give meaning to the concept. Based on the documentary research carried out, considering the assumptions of content analysis according to Bardin (2016), it was found that the questions address situations of measurement and comparison; measurement, comparison, and production; comparison; and comparison and production. The only situation that is not identified is that of unit conversion. Furthermore, they can enable the mobilization of perceptive, discursive, and operational understandings, as well as the dimensional deconstruction of forms. It is expected that the study carried out can contribute to the teaching practice of Mathematics teachers, since questions about the magnitude of area that allow different figural operations were identified

Keywords: OBMEP. Records of Semiotic Representation. Area.