| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 725.37 KB | Adobe PDF |
Orientador(es)
Resumo(s)
In this paper, a discussion about how elementary students’ conceptual
understanding of rational numbers is fostered, along with number sense
development, in a sociocultural learning perspective, is carried out. We
highlight how an emergent modeling process, enhanced by percentage and
supported by multiple representations, emphasizing numerical values of
magnitude contexts, may contribute to that understanding. A classroom
experiment was developed, following the methodological procedures of a
Design Research. We analyze student’s interactions and their work, as
representations are used and transformed as models. Findings suggest that
percentage, associated to students’ real world experiences and previous
knowledge, is intuitive and seems to be helpful in students’ numerical
development from whole numbers to rational numbers. In a classroom
community that supports a co-participated learning, where multiple
representations serve and become models as dynamic process, can be a way to
reach the meaning of rational number’s concepts and to strength
interrelationships between those concepts.
Descrição
Palavras-chave
Elementary school mathematics Co-participated learning Rational numbers Models Percentage
Contexto Educativo
Citação
Guerreiro, H. G. & Serrazina, L. (2017). Learning rational numbers through an emergent modeling process enhanced by percentage. Journal of Mathematics Education, 10(1), 61–75. doi: 10.26711/007577152790005. ISSN: 1945-7502.