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| 2.49 MB | Adobe PDF |
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Abstract(s)
Este artigo apresenta parte de um estudo que se encontra a
decorrer e que, entre outras questões, procura perceber quais são os
processos de raciocínio e as estratégias que são utilizados pelas crianças de
um grupo de 4 anos para criar, analisar e generalizar padrões de repetição
e de que forma identificam a unidade de repetição de um padrão. Após a
implementação das tarefas, podemos concluir que as crianças dominam o
conceito de padrão e conseguem criar e analisar padrões de repetição,
evoluindo de formas mais simples para formas mais complexas.
Abstract. This paper presents part of a study that is underway and that, among other issues, seeks to understand what are the processes of reasoning and the strategies that are used by a 4 years group to create, analyze and generalize repeating patterns and how they identify the unit of repeat of a pattern. After implementing the tasks, we can conclude that they understand the concept of pattern and can create and analyze repeating patterns, evolving from simpler forms to more complex forms.
Abstract. This paper presents part of a study that is underway and that, among other issues, seeks to understand what are the processes of reasoning and the strategies that are used by a 4 years group to create, analyze and generalize repeating patterns and how they identify the unit of repeat of a pattern. After implementing the tasks, we can conclude that they understand the concept of pattern and can create and analyze repeating patterns, evolving from simpler forms to more complex forms.
Description
Keywords
Educação pré-escolar Pensamento algébrico Padrões de repetição Unidade de repetição