Santiago Manechine, Selma Rosana [UNESP]de Andrade Caldeira, Ana Maria [UNESP]2014-05-202014-05-202010-01-01Bolema-mathematics Education Bulletin-boletim de Educacao Matematica. Rio Claro: Unesp-dept Mathematica, v. 23, n. 37, p. 887-904, 2010.0103-636Xhttp://hdl.handle.net/11449/8337Peircean semiotic analysis is employed to examine the construction/representation of signs-thinking of 32 early elementary school students regarding the concept of length measurement. The work consisted of developing concepts of standard unit, reading and interpretation of measurement by instruments, so that the mathematical language presented in the concrete materials was being signified and re-signified as a tool for perception and representation of new concepts. The pedagogical triad Feeling-Perceiving, Relating-Concept (F-P/R/C) co-related with the dynamism of the semiosis process, defined by Charles Sanders Peirce (1839-1914) in his semiotic theory on the production of the sign (Object, Representamen and Interpretant), enabled the interpretation and analysis of the students' inferences in the phase of perception (feel, admire), induction (experience), and deduction (concept).887-904porPeircean SemioticMathematical LanguageBasic EducationArtigoWOS:000297797400006Acesso abertoWOS000297797400006.pdf