Registers of semiotic representation in Brazilian research about Math Education: pointing out tendencies

Abstract

The question proposed in this article is the one to raise a discussion
about the way of using Duval’s studies about the registers of semiotic
representation role in math teaching and learning, analysing research made in
Brazil, from 1990 to 2005, which use theoretical presuppositions developed by
this author, as the main grounds in his investigations. This study is important
itself because it allows to point out the Brazilian research tendency in this focus
and set these investigations overall prospect, as a way of point out possibilities
of using this theory in a bigger scope: in the organization of syllabus proposals
and in math teachers formation, both initial and continued.