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Authors
Advisor(s)
Abstract(s)
This investigation was conducted in the framework
of the master's degree in Preschool Education and teaching of the
first cycle of basic education, with students of a class of third-year
elementary schooling in a Castelo Branco elementary school.
Through this study, we intend to examine whether digital
technology improving the number of success cases and decisionmaking
in solving mathematical tasks involving repetition patterns,
compared the tasks solved by using the standard blocks. This
research, comparative in nature, was based on a mixed approach
(quantitative and qualitative) data processing level.
Our intervention was structured in 3 phases. In the first phase,
the 23 students who made up the class solved 4 tasks with repeating
patterns through a work record (repeating Patterns: ABAB,
ABCABC, ABBABB e ABBCCABBCC). The responses of students,
in the schedule of work, were analyzed through a holistic scale
focused adaptation of [1], in which it was ranked each response
between 0 to 2 points. From the ratings obtained by students, the
class was divided into 2 homogenous groups. On the other hand, in
the second phase, the students who were part of the Group (11
students) solved the same tasks using an applet, while students who
comprised the Group B (12 students) solved the same tasks through
manipulable material (standard blocks). To proceed to correction of
the tasks of the group, we ran the ' screenshots ' to computer
screens for each task. On the other hand, the answers of the
students of Group B were analyzed using not only to work but also
the photos of the compositions performed. In the third stage we
proposed the same tasks, in which all students in the class, decided
the issues through a worksheet.
After the data analysis we found that there were no statistically
significant differences between the results obtained by the students
who worked with the applet compared students who worked with
manipulable materials. Although both groups of the 1st to the 3rd
stage have improved substantially in terms of decision-making, as
well as the number of replies considered assertive, but not so
complete that work with the applet was better for the work with
manipulable materials.
Description
Keywords
Algebraic thinking Mathematics Manipulable material Pattern blocks
Citation
Santos, N., Afonso, P., Gil, H. (2017) Material Manipulável Estruturado versus Applet no desenvolvimento do Pensamento Algébrico ao nível do 1º Ciclo do Ensino Básico in Ponte, C., Dodero, J. M., Silva, M. J. (2017) Atas do XIX Simpósio Internacional de Informática Educativa e VIII Encontro do CIED – III Encontro Internacional. (12-16) Lisboa: CIED – Centro Interdisciplinar de Estudos Educacionais
Publisher
CIED – Centro Interdisciplinar de Estudos Educacionais