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Advisor(s)
Abstract(s)
O estudo que se apresenta neste artigo foca-se no papel que as representações assumem à medida que são usadas e transformadas como modelos de situações contextualizadas e vão evoluindo para modelos de raciocínio, por alunos do 1.° ciclo do Ensino Básico (dos 8 aos 10 anos). Remete para uma aprendizagem dos números racionais com compreensão, enquadrada numa perspetiva de desenvolvimento do sentido de número. É apresentada uma trajetória de aprendizagem que privilegia inicialmente a compreensão da percentagem e são analisadas quatro tarefas de uma experiência de ensino, que segue os procedimentos metodológicos de uma Investigação Baseada em Design. Os dados foram recolhidos através da observação participante, apoiada num diário de bordo, gravações áudio e vídeo das aulas e produções dos alunos. A análise evidencia que a construção comparticipada de modelos a partir de representações, inicialmente associadas à percentagem, fortalece a interpretação de relações e facilita a compreensão de conceitos relativos aos números racionais.
ABSTRACT The study presented in this paper focus on the role that representations assume as they are taken as models of a contextualized situation and reconstructed as models for reasoning, by primary school students (aged 8 to 10 years old). It regards rational numbers learning with an understanding framed by the development of a number sense perspective. Considering a learning trajectory that emphasizes initially the understanding of percentage, we analyzed four tasks of a teaching experiment that was developed, following the methodological procedures of a Design Based Research. Data were collected through participant observation, supported in a logbook, audio and video recorded lessons and students' productions at the classroom. The analysis highlights that the social construction of models from representations, initially associated with percentage, strengthens the interpretation of relations and facilitates the understanding of concepts related to rational numbers.
ABSTRACT The study presented in this paper focus on the role that representations assume as they are taken as models of a contextualized situation and reconstructed as models for reasoning, by primary school students (aged 8 to 10 years old). It regards rational numbers learning with an understanding framed by the development of a number sense perspective. Considering a learning trajectory that emphasizes initially the understanding of percentage, we analyzed four tasks of a teaching experiment that was developed, following the methodological procedures of a Design Based Research. Data were collected through participant observation, supported in a logbook, audio and video recorded lessons and students' productions at the classroom. The analysis highlights that the social construction of models from representations, initially associated with percentage, strengthens the interpretation of relations and facilitates the understanding of concepts related to rational numbers.
Description
Keywords
Números racionais Sentido de Número Representações Modelação emergente Rational numbers Number sense Representations Emergent modeling
Citation
Guerreiro, Helena Gil, & Serrazina, Maria de Lurdes. (2017). A Aprendizagem dos Números Racionais com Compreensão Envolvendo um Processo de Modelação Emergente. Bolema: Boletim de Educação Matemática, 31(57), 181-201. https://doi.org/10.1590/1980-4415v31n57a09