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Authors
Advisor(s)
Abstract(s)
Esta comunicação apresenta um estudo realizado numa turma de
3º ano de escolaridade, cujo objetivo é compreender o modo como os alunos
desenvolvem a flexibilidade de cálculo multiplicativo num contexto de ensino
exploratório, tendo sido delineadas três questões de investigação: i) Quais
as estratégias usadas pelos alunos quando resolvem tarefas de
multiplicação?; ii) Como evoluem as estratégias usadas pelos alunos? e iii)
Como é que os alunos usam de forma flexível o cálculo multiplicativo?
O estudo insere-se no paradigma interpretativo de natureza qualitativa,
tendo sido realizada uma experiência de ensino cujo foco foram dois pares
de alunos. A recolha de dados recorreu às seguintes técnicas: observação
direta e participante e recolha documental.
Os resultados deste estudo revelam que: i) em situações de
proporcionalidade, os alunos evidenciaram o uso de uma estratégia aditiva
em combinação com o uso de estratégias multiplicativas escalares e
funcionais; e ii) relativamente à flexibilidade de cálculo multiplicativo, os
alunos: a) estabeleceram relações numéricas; b) usaram estratégias que
incluem o uso de propriedades da multiplicação; e c) utilizaram factos
básicos por si dominados na origem de diferentes estratégias.
This communication presents a study carried out in a third-grade class. This study aims to understand how the students develop the flexibility of multiplicative calculation in a context of exploratory teaching. Based on the purpose of the study, three research questions were outlined: i) What are the strategies used by students when solve tasks of multiplication?; ii) How the strategies used by the students evolve? and iii) How do the students use flexibly the multiplicative calculation? The study adopts a qualitative methodology within an interpretive paradigm having been held a teaching experience which had focused on two pairs of students. The data collection took place through the following techniques: direct and participant observation and documentary collection. The results of this study show that: i) in regard of situations of proportionality, students showed the use of an additive strategy in combination with the use of multiplicative scalar and functional strategies; iii) in what concerns the flexibility of multiplicative calculation, students: a) established numerical relationships; b) used strategies that include the use of properties of multiplication; and c) used basic facts at the origin of different strategies.
This communication presents a study carried out in a third-grade class. This study aims to understand how the students develop the flexibility of multiplicative calculation in a context of exploratory teaching. Based on the purpose of the study, three research questions were outlined: i) What are the strategies used by students when solve tasks of multiplication?; ii) How the strategies used by the students evolve? and iii) How do the students use flexibly the multiplicative calculation? The study adopts a qualitative methodology within an interpretive paradigm having been held a teaching experience which had focused on two pairs of students. The data collection took place through the following techniques: direct and participant observation and documentary collection. The results of this study show that: i) in regard of situations of proportionality, students showed the use of an additive strategy in combination with the use of multiplicative scalar and functional strategies; iii) in what concerns the flexibility of multiplicative calculation, students: a) established numerical relationships; b) used strategies that include the use of properties of multiplication; and c) used basic facts at the origin of different strategies.
Description
Keywords
Multiplicação Estratégias de cálculo Ensino exploratório Flexibilidade de cálculo IPL/2016/FLEC_RAQ_ESELx
Citation
Santos, S. & Rodrigues, M. (2017). A flexibilidade de cálculo multiplicativo: Um estudo no 3º ano. In L. Menezes, A. Ribeiro, H. Gomes, A. P. Martins, F. Tavares & H. Pinto (Eds.), Atas do XXVIII Seminário de Investigação em Educação Matemática (pp. 242–260). Viseu: Associação de Professores de Matemática. ISBN: 978-972-8768-67-6