SOCIAL REPRESENTATION OF MATHEMATICS AND PROBLEM-SOLVING PERFORMANCE

• Autor(a) principal: Fávero, Maria Helena
• Data de Publicação: 2012
• Outros Autores: Tunes, Elizabeth, Marchi, Álvaro
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Psicologia (Universidade de Brasília. Online)
• Texto Completo: https://periodicos.unb.br/index.php/revistaptp/article/view/17113
• topic: Representação social; Resolução de problemas; Relações transitivas; Variáveis de contexto; Social representation; Problem solving; Transitive relations; Context variables

In the present work, the authors intended do investigate towhat extent the social representation of Mathematics can influencechildren's problem solving performance, through the manipulation of theinstruction given. 16 problems, using three-term transitive relations wereused. The premisses always contained the same relational term - bothwere either affirmative or negative - and the question was alwaysaffirmative. 56 subjects of both sexes, with the average age of 9 yearsand 6 months old, took part in the study. The subjects were attending thethird year of a private Elementary School in Brasília, Brazil. They were divided into 2 groups. In the Control Group, the subjects were told to solve"guessing games", while in the Experimental Group they were told tosolve "Mathematics problem". Both groups were allowed 40 minutes tocarry out the tasks. The results show that the social representation of anobject of knowledge influences task-solving. However, the representationseems to interact with contingencial variables which may be linked to theimmediate interactive context, such as the experimenteis sex.