Triângulos no pentágono: diferentes registros para resolver um problema

Abstract

The article issue is to analyze how different forms of recording, used by fifth-year students, can contribute to a solution to a problem. For this purpose, a qualitative investigation is organized, consisting of three stages: access to the collection of reports about lessons, within the scope of extension Project entitled Descobridores da Matemática; selection of the report prepared on the resolution of the 'Triangles in the Pentagon's problem; reinterpretation of the solution commented on in this report. From the analysis, unde rtaken in the light of the Activity Theory, emerges the perception that there was an evolution of the 'recorded artefact'. Such perception results from the contrast of the different records of the students, produced during the classes that made up the analyzed unit. It can be concluded from this result that teacher's role is essential for students to make use of the registry not only as a formal protocol, as well as a tool to aid in problem solving.