2026-10-192026-10-192026-10-06SANTOS, Ismael Dias dos; CARDOSO, Marcelo dos Santos. Discutindo a presença da teoria de Raymond Duval nos trabalhos publicados nos anais do ENEM e SIPEM. Orientador: Reinaldo Feio Lima. 2026. 36 f. Trabalho de Curso (Licenciatura em Matemática) – Faculdade de Ciências Exatas e Tecnologia, Campus Universitário de Abaetetuba, Universidade Federal do Pará, Abaetetuba, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/10366. Acesso em:.https://bdm.ufpa.br/handle/prefix/10366This Course Project (TC) brings together two papers presented at the Seminar on Cognition and Mathematics Education (SCEM), held in 2026. The work is organized into two chapters, which address different aspects of Semiotic Representations in Mathematics Education. Chapter I presents a survey of research published in the proceedings of SIPEM and ENEM, while Chapter II discusses the contributions of Raymond Duval’s Theory of Registers of Semiotic Representation to the teaching and learning of Mathematics. Chapter I, entitled “Mathematics Teaching: Semiotic Representations in the Proceedings of SIPEM and ENEM,” presents a survey of research on Semiotic Representations published in the proceedings of SIPEM and ENEM in 2024 and 2025. A total of 22 studies were analyzed, covering different mathematical topics, such as Algebra, Geometry, Quantities and Measurement, and Probability and Statistics. The studies highlight the importance of different forms of representation for understanding mathematical concepts and identify the use of technologies and diverse methodologies as potential approaches to teaching. Chapter II, entitled “Contributions of Raymond Duval’s Theory to Mathematics Teaching,” addresses the contributions of the Theory of Registers of Semiotic Representation to the teaching and learning of Mathematics. The research analyzed 22 studies published in the proceedings of SIPEM and ENEM, seeking to understand how the theory has been applied in Mathematics Education research. The results show that the use of different representations, such as graphs, tables, figures, natural language, and algebraic expressions, can contribute to the understanding, interpretation, and construction of mathematical knowledge. Overall, the two papers demonstrate the relevance of Semiotic Representations and Raymond Duval’s theory to Mathematics Education, as they enable mathematical concepts to be explored through different forms of representation. The studies analyzed also indicate that this approach can promote understanding, interpretation, and the development of mathematical reasoning, contributing to more meaningful learning.Acesso AbertoEnsino de matemáticaAprendizagem matemáticaRaymond duvalTRRSBNCCMathematics educationSemiotic representationsTheory of registers of semiotic representationMathematics teachingCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICATrabalho de Curso - Graduação - ArtigoAttribution-NoDerivs 3.0 Brazil