Abstracts Mathematics

A abordagem matemática no ensino de física e sua qualificação no viés semântico

by Otávio Bocheco

Abstract: This research aims to present an analysis tool for the qualification of the Mathematics approach in teaching Physics. It is constituted in a semantic bias to enhance the characterization of a mathematization discourse within the technical-structuring semantic spectrum. Historiographic perspectives on mathematization show a structuring role of Mathematics in the formalization of physical theories, such as Newton's Rational Mechanics and Faraday/Maxwell's Electromagnetism. Such structural relationship takes place through the search for physical-mathematical relationship systems. This relationship is essential for bridging the theorization of Physics and its teaching, whether in classrooms or teaching materials. Taking into account that mathematizing consists of establishing relationships and making meanings, physical-mathematical relationships, typological meanings (nominal aspect), and topological meanings (relational aspect) are defended as the organizational principles of discourse on mathematization in teaching Physics. Such principles would be a kind of semantic code condensed in mathematical structures. When revealed or manifested, it would allow the qualification of the mathematizing discourse within the technical-structuring spectrum. However, such disclosure is only possible through a translation device. For this, the Legitimation Code Theory (LCT) of Karl Maton is presented. A multidimensional theory, composed of Semantic Density (SD), concerns the degree to which knowledge or its complexities are condensed into symbols. Through DS levels, based on physical-mathematical relations, typological (nominal), and topological (relational) meanings, the intended analysis tool is presented. Analysis of three mathematization discourses, referring to Newton's Second Law, is carried out in the three most widely distributed textbooks in the last two editions of the National Textbook Plan (PNLD). An empirical laboratory was adopted to investigate the behavior and calibration of the tool. It could be inferred from the semantic profiles detected in such analysis that the tool can facilitate important reflections to qualify whether a discourse is more inclined to a technical and/or structuring character, both in teaching materials and physics classrooms.