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Advisor(s)
Abstract(s)
Esta comunicação insere-se no Projeto “Pensamento numérico e
cálculo flexível: Aspetos críticos”. Começa por discutir o que se entende
por flexibilidade de cálculo e raciocínio quantitativo aditivo, discutindo
depois os resultados de entrevistas individuais realizadas com quatro
alunos (dois do 1.º ano e dois do 2.º ano) quando lhes foram propostas
tarefas onde aqueles aspetos estavam presentes. Trata-se de um estudo
exploratório cujo principal objetivo é compreender o raciocínio dos alunos
quando resolvem tarefas numéricas envolvendo situações aditivas, e ainda
identificar aspetos associados à flexibilidade de cálculo e ao raciocínio
quantitativo. Os resultados mostram que, no caso dos alunos do 1.º ano, o
seu desempenho parece estar relacionado com o seu desenvolvimento do
sentido do número e com as relações que dominam. Para os alunos do 2.º
ano, o raciocínio inversivo constituiu um aspeto crítico, que conseguiram
mobilizar depois de superadas as dificuldades iniciais. Os resultados
sugerem, ainda, que estes alunos concebem a diferença como uma relação
invariante numérica.
Abstract. This communication is part of the Project “Adaptive thinking and flexible computation: Critical issues”. It begins by discussing what is meant by flexible computation and additive quantitative reasoning, after it discusses the results of individual interviews with four pupils (two of 1st Grade and two of 2nd Grade) when tasks, where those aspects were present, were proposed to them. This is an exploratory study whose main objective is to understand students' reasoning when solving numerical tasks involving additive situations, and also identify features associated with the flexible computation and quantitative reasoning. The results show that, in the case of 1st Grade pupils, their performance appears to be related to the development of number sense and to the relationships that they dominate. For the 2nd Grade pupils, the inverse reasoning constituted a critical issue, which they could mobilize after overcoming the initial difficulties. The results also suggest that these pupils see the difference as an invariant numerical relationship.
Abstract. This communication is part of the Project “Adaptive thinking and flexible computation: Critical issues”. It begins by discussing what is meant by flexible computation and additive quantitative reasoning, after it discusses the results of individual interviews with four pupils (two of 1st Grade and two of 2nd Grade) when tasks, where those aspects were present, were proposed to them. This is an exploratory study whose main objective is to understand students' reasoning when solving numerical tasks involving additive situations, and also identify features associated with the flexible computation and quantitative reasoning. The results show that, in the case of 1st Grade pupils, their performance appears to be related to the development of number sense and to the relationships that they dominate. For the 2nd Grade pupils, the inverse reasoning constituted a critical issue, which they could mobilize after overcoming the initial difficulties. The results also suggest that these pupils see the difference as an invariant numerical relationship.
Description
Keywords
Cálculo flexível Raciocínio quantitativo aditivo Relações numéricas