Semiotic Representation Registers and Inclusive Mathematics Education

an analysis of problem statements in the Early Years of Elementary School

Abstract

This paper aims to articulate the foundations of the Theory of Semiotic Representation Registers with the principles of Inclusive Mathematics Education, discussing how different formulations of the same mathematical problem may affect students’ interpretation and problem-solving processes. Methodologically, the study adopts a qualitative approach of a bibliographic and descriptive nature, based on the analysis of a pedagogical experience conducted with a 5th-grade class in a municipal public school. The activity proposed three mathematical problems with the same operational structure but formulated with different semantic and narrative variations. The analysis of the solutions produced by the students shows that changes in the linguistic organization of problem statements interfere with both interpretation and the problem-solving strategies employed. More direct statements tend to facilitate conversion between representation registers, whereas more complex or complementary narrative structures increase interpretative difficulties. The results indicate that many errors are related to semiotic obstacles rather than exclusively to the mastery of the mathematical operation itself. The study concludes that the mobilization of multiple representation registers and attention to the semiotic accessibility of problem statements constitute relevant strategies for promoting more inclusive practices in mathematics education.