2026-10-082026-10-082026-05-13SILVA, Bárbara Gaia Barreto da. O ensino de equações polinomiais do primeiro grau sob a perspectiva da instrumentalização de Rabardel e da semiótica de Duval. Orientador: Fábio José da Costa Alves. 2025. 201 f. Dissertação (Mestrado em Educação) - Centro de Ciências Sociais e Educação. Universidade do Estado do Pará. Belém, 2025.https://portaldaposgraduacao.uepa.br/handle/riuepa/329AbertoEquaçãoApp InventorEnsino de matemáticaGênese instrumentalEquationMathematics educationInstrumental genesisDissertaçãoCiências HumanasCiências Humanas::EducaçãoCiências Humanas::Educação::Ensino-AprendizagemThis paper presents the results of a research study that aimed to examine how 6th-grade students in elementary education develop their cognitive and mathematical potential through a sequence of activities involving the use and creation of applications in App Inventor, specifically during the learning of first-degree polynomial equations. To achieve this objective, an action research methodology was employed, grounded in Rabardel’s Instrumental Genesis Theory and Duval’s Theory of Semiotic Representation Registers. The research unfolded in four distinct stages. In the initial phase, preliminary analyses were conducted, including the contextualization of the research object, a literature review on the subject, and the implementation of a focus group with undergraduate students enrolled in a Mathematics Teacher Education program. The focus group followed a structured interview protocol designed to explore participants’ perceptions of how first-degree polynomial equations were taught during their elementary and secondary education, as well as in their teacher training courses. These insights provided qualitative support for the construction of the activity sequence. The subsequent stages encompassed the theoretical foundation, the design and implementation of the activities, and the qualitative analysis of data collected from an experimental application involving six 6th-grade students from a public school in Tomé-Açu, Pará, Brazil. The findings revealed that students activated pre-existing cognitive schemes and developed new ones throughout the app development process, indicating evidence of instrumental genesis. Moreover, the use of the App Inventor platform contributed to a deeper understanding of first-degree polynomial equations, fostering logical reasoning, autonomy, and student engagement. This approach also enabled a more contextualized and meaningful learning experience in algebra instructionPPGEECA - Formação de professores de ciências e processo de ensino e aprendizagem em diversos contextos amazônicos