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There are some problems related to teaching sign rules from a didactic perspective. The commercial model, which is often used to teach additive properties, can contribute to the emergence of obstacles in teaching the multiplicative properties of integers. In terms of semantic congruence, which is a semiotic and cognitive phenomenon that measures the degree of transparency between two semiotic representations, the commercial model is strongly criticized due to the codified association between verbs and signs. We adopted herein a qualitative research approach in which we analyzed the semantic congruence in teaching sign rules to seventh grade elementary school students. As result, we indicate that the teaching situations in which semantic congruence differed from referential equivalence required higher cognitive costs when compared to the situations in which semantic congruence coincides with referential equivalence. The level of transparency between two semiotic representations needs to be considered in sign rules’ teaching and learning processes.

Congruência Semântica: implicações didáticas no ensino da regra dos sinais