Problem posed or problem solved: what is the difference?
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Data de Publicação: | 2009 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/28203 |
Resumo: | This work describes a study about the written production present in a question that is common to the exams of the 8th grade of the fundamental education and 3rd grade of secondary education in the Mathematics Open Questions Exam of the Assessment of School Performance of the State of Paraná - AVA/2002. The methodological approach adopted here is predominantly qualitative, guided by the techniques of content analysis as a tool of inference and understanding of the written production of students in a sample of 97 exams. After correction and grouping, four question solution categories were identified. For each category an inference was made of the question formulation that students seem to have understood and solved based on the interpretation they made of the question proposed. In broad terms, results were that: a) strategies employed by students to solve the questions did not vary significantly between the two grades analyzed; b) the performance of students of the 3rd grade of secondary education was better than that of students from the 8th grade of fundamental education; c) most students solved the question using arithmetic operations such as addition, subtraction, multiplication and division, which is being considered here as an arithmetic strategy. The analysis also indicated that poor student performance is more closely related to difficulties in understanding the formulation of the question, and that students "master" part of the "mathematical content" necessary for its solution. |
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Problem posed or problem solved: what is the difference? Problema proposto ou problema resolvido: qual a diferença? Educação MatemáticaAvaliação da aprendizagem em Matemática EscolarProdução escritaAcerto e erro em MatemáticaMathematical educationLearning assessment in school mathematicsWritten productionRight and wrong answers in mathematics This work describes a study about the written production present in a question that is common to the exams of the 8th grade of the fundamental education and 3rd grade of secondary education in the Mathematics Open Questions Exam of the Assessment of School Performance of the State of Paraná - AVA/2002. The methodological approach adopted here is predominantly qualitative, guided by the techniques of content analysis as a tool of inference and understanding of the written production of students in a sample of 97 exams. After correction and grouping, four question solution categories were identified. For each category an inference was made of the question formulation that students seem to have understood and solved based on the interpretation they made of the question proposed. In broad terms, results were that: a) strategies employed by students to solve the questions did not vary significantly between the two grades analyzed; b) the performance of students of the 3rd grade of secondary education was better than that of students from the 8th grade of fundamental education; c) most students solved the question using arithmetic operations such as addition, subtraction, multiplication and division, which is being considered here as an arithmetic strategy. The analysis also indicated that poor student performance is more closely related to difficulties in understanding the formulation of the question, and that students "master" part of the "mathematical content" necessary for its solution. Este trabalho apresenta um estudo sobre a produção escrita presente na questão comum à 8ª série do ensino fundamental e à 3ª série do ensino médio da Prova de Questões Abertas de Matemática da Avaliação do Rendimento Escolar do Estado do Paraná - AVA/2002. A abordagem metodológica adotada é predominantemente qualitativa, orientando-se pelas técnicas da análise de conteúdo como ferramenta de compreensão e inferência da produção escrita dos alunos em uma amostra de 97 provas. Após a correção e a realização de agrupamentos, foram identificadas quatro categorias de resolução da questão. Em cada categoria, foram inferidos enunciados de problemas que os estudantes parecem ter compreendido e resolvido a partir da interpretação que fizeram do enunciado da questão proposta. Como resultados gerais, tem-se que: a) as estratégias utilizadas pelos estudantes para resolver a questão não diferem muito de uma série para outra; b) o desempenho dos estudantes da 3ª série do ensino médio é melhor que o desempenho dos estudantes da 8ª série do ensino fundamental; c) a maioria dos estudantes resolveu a questão utilizando operações aritméticas como adição, subtração, multiplicação e divisão, o que está sendo considerado aqui como uma estratégia aritmética. A análise aponta ainda indícios de que o baixo desempenho dos estudantes está mais associado à dificuldade de compreender o enunciado da questão, e que eles 'dominam' parte do 'conteúdo matemático' necessário à resolução desta. Universidade de São Paulo. Faculdade de Educação2009-12-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2820310.1590/S1517-97022009000300003Educação e Pesquisa; v. 35 n. 3 (2009); 449-461Educação e Pesquisa; Vol. 35 No. 3 (2009); 449-461Educação e Pesquisa; Vol. 35 Núm. 3 (2009); 449-4611678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/28203/30019Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessDalto, Jader OtavioBuriasco, Regina Luzia Corio de2014-10-24T15:47:12Zoai:revistas.usp.br:article/28203Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:47:12Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Problem posed or problem solved: what is the difference? Problema proposto ou problema resolvido: qual a diferença? |
title |
Problem posed or problem solved: what is the difference? |
spellingShingle |
Problem posed or problem solved: what is the difference? Dalto, Jader Otavio Educação Matemática Avaliação da aprendizagem em Matemática Escolar Produção escrita Acerto e erro em Matemática Mathematical education Learning assessment in school mathematics Written production Right and wrong answers in mathematics |
title_short |
Problem posed or problem solved: what is the difference? |
title_full |
Problem posed or problem solved: what is the difference? |
title_fullStr |
Problem posed or problem solved: what is the difference? |
title_full_unstemmed |
Problem posed or problem solved: what is the difference? |
title_sort |
Problem posed or problem solved: what is the difference? |
author |
Dalto, Jader Otavio |
author_facet |
Dalto, Jader Otavio Buriasco, Regina Luzia Corio de |
author_role |
author |
author2 |
Buriasco, Regina Luzia Corio de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Dalto, Jader Otavio Buriasco, Regina Luzia Corio de |
dc.subject.por.fl_str_mv |
Educação Matemática Avaliação da aprendizagem em Matemática Escolar Produção escrita Acerto e erro em Matemática Mathematical education Learning assessment in school mathematics Written production Right and wrong answers in mathematics |
topic |
Educação Matemática Avaliação da aprendizagem em Matemática Escolar Produção escrita Acerto e erro em Matemática Mathematical education Learning assessment in school mathematics Written production Right and wrong answers in mathematics |
description |
This work describes a study about the written production present in a question that is common to the exams of the 8th grade of the fundamental education and 3rd grade of secondary education in the Mathematics Open Questions Exam of the Assessment of School Performance of the State of Paraná - AVA/2002. The methodological approach adopted here is predominantly qualitative, guided by the techniques of content analysis as a tool of inference and understanding of the written production of students in a sample of 97 exams. After correction and grouping, four question solution categories were identified. For each category an inference was made of the question formulation that students seem to have understood and solved based on the interpretation they made of the question proposed. In broad terms, results were that: a) strategies employed by students to solve the questions did not vary significantly between the two grades analyzed; b) the performance of students of the 3rd grade of secondary education was better than that of students from the 8th grade of fundamental education; c) most students solved the question using arithmetic operations such as addition, subtraction, multiplication and division, which is being considered here as an arithmetic strategy. The analysis also indicated that poor student performance is more closely related to difficulties in understanding the formulation of the question, and that students "master" part of the "mathematical content" necessary for its solution. |
publishDate |
2009 |
dc.date.none.fl_str_mv |
2009-12-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/28203 10.1590/S1517-97022009000300003 |
url |
https://www.revistas.usp.br/ep/article/view/28203 |
identifier_str_mv |
10.1590/S1517-97022009000300003 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/28203/30019 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 35 n. 3 (2009); 449-461 Educação e Pesquisa; Vol. 35 No. 3 (2009); 449-461 Educação e Pesquisa; Vol. 35 Núm. 3 (2009); 449-461 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713808222912512 |