Proportional Division: an investigation of the strategies used by High School graduates

Detalhes bibliográficos
Autor(a) principal: Martins, Helena do Carmo Borba
Data de Publicação: 2022
Outros Autores: Silva, Angélica da Fontoura Garcia
Tipo de documento: Artigo
Idioma: por
Título da fonte: Remat (Bento Gonçalves)
Texto Completo: https://periodicos.ifrs.edu.br/index.php/REMAT/article/view/5154
Resumo: This article aims to analyze the strategies used by 3rd-grade high school students to solve a situation involving the idea of proportional division in the ratio of 3 to 1. It is a qualitative research, carried out in a private school in the metropolitan area of São Paulo, SP, Brazil, with 43 students from two groups finishing basic education. Data collection was carried out through the presentation of problem situations in a questionnaire ? of a diagnostic nature ?, which were solved and sent digitally by e-mail to the coauthor of the article, who is their mathematics teacher. Students were requested to solve resolutions in different ways, if possible. As for the solution, the analysis revealed that most of the students used algebra (equation modelling and equation systems), while the others used arithmetic (notions of division, fraction, triple, and partition). The need for a broader focus on the didactic approach of this type of reasoning in high school was identified.
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spelling Proportional Division: an investigation of the strategies used by High School graduatesDivisão Proporcional: uma investigação sobre as estratégias utilizadas por alunos concluintes do Ensino MédioEducação MatemáticaRaciocínio ProporcionalEstratégias de AlunosEnsino MédioMathematics EducationProportional ReasoningStudant StrategiesHigh SchoolThis article aims to analyze the strategies used by 3rd-grade high school students to solve a situation involving the idea of proportional division in the ratio of 3 to 1. It is a qualitative research, carried out in a private school in the metropolitan area of São Paulo, SP, Brazil, with 43 students from two groups finishing basic education. Data collection was carried out through the presentation of problem situations in a questionnaire ? of a diagnostic nature ?, which were solved and sent digitally by e-mail to the coauthor of the article, who is their mathematics teacher. Students were requested to solve resolutions in different ways, if possible. As for the solution, the analysis revealed that most of the students used algebra (equation modelling and equation systems), while the others used arithmetic (notions of division, fraction, triple, and partition). The need for a broader focus on the didactic approach of this type of reasoning in high school was identified.Este artigo tem o propósito de analisar as estratégias apresentadas por alunos de 3º ano do Ensino Médio ao resolverem uma situação envolvendo a ideia de divisão proporcional na razão de 3 para 1. Trata-se de uma pesquisa qualitativa realizada em uma escola particular da Grande São Paulo com 43 estudantes de duas turmas concluintes da Educação Básica. A coleta de dados realizou-se por meio da apresentação de situações-problema em um questionário ? de caráter diagnóstico ?, as quais foram resolvidas e enviadas digitalmente por e-mail para a professora de Matemática das referidas turmas, que é coautora do artigo, por meio do qual se solicitou as resoluções de formas diferentes, caso fosse possível. Neste artigo, analisou-se uma das situações envolvendo divisão proporcional. A análise das estratégias permitiu identificar que nenhum dos alunos investigados resolveu a situação de duas maneiras. Quanto à resolução, identificou-se que a maioria dos estudantes se utilizou da Álgebra (modelagem de equação e sistemas de equação) e a minoria fez uso da Aritmética (ideias de divisão, fração, triplo e partição). Foi identificado a necessidade de um enfoque mais amplo da abordagem didática desse tipo de raciocínio no Ensino Médio.Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul2022-03-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos paresapplication/pdfhttps://periodicos.ifrs.edu.br/index.php/REMAT/article/view/515410.35819/remat2022v8i1id5154REMAT: Revista Eletrônica da Matemática; Vol. 8 No. 1 (2022); e2004REMAT: Revista Eletrônica da Matemática; Vol. 8 Núm. 1 (2022); e2004REMAT: Revista Eletrônica da Matemática; v. 8 n. 1 (2022); e20042447-2689reponame:Remat (Bento Gonçalves)instname:Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)instacron:IFRSporhttps://periodicos.ifrs.edu.br/index.php/REMAT/article/view/5154/3097Copyright (c) 2022 REMAT: Revista Eletrônica da Matemáticahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessMartins, Helena do Carmo BorbaSilva, Angélica da Fontoura Garcia2022-12-28T16:09:46Zoai:ojs2.periodicos.ifrs.edu.br:article/5154Revistahttp://periodicos.ifrs.edu.br/index.php/REMATPUBhttps://periodicos.ifrs.edu.br/index.php/REMAT/oai||greice.andreis@caxias.ifrs.edu.br2447-26892447-2689opendoar:2022-12-28T16:09:46Remat (Bento Gonçalves) - Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)false
dc.title.none.fl_str_mv Proportional Division: an investigation of the strategies used by High School graduates
Divisão Proporcional: uma investigação sobre as estratégias utilizadas por alunos concluintes do Ensino Médio
title Proportional Division: an investigation of the strategies used by High School graduates
spellingShingle Proportional Division: an investigation of the strategies used by High School graduates
Martins, Helena do Carmo Borba
Educação Matemática
Raciocínio Proporcional
Estratégias de Alunos
Ensino Médio
Mathematics Education
Proportional Reasoning
Studant Strategies
High School
title_short Proportional Division: an investigation of the strategies used by High School graduates
title_full Proportional Division: an investigation of the strategies used by High School graduates
title_fullStr Proportional Division: an investigation of the strategies used by High School graduates
title_full_unstemmed Proportional Division: an investigation of the strategies used by High School graduates
title_sort Proportional Division: an investigation of the strategies used by High School graduates
author Martins, Helena do Carmo Borba
author_facet Martins, Helena do Carmo Borba
Silva, Angélica da Fontoura Garcia
author_role author
author2 Silva, Angélica da Fontoura Garcia
author2_role author
dc.contributor.author.fl_str_mv Martins, Helena do Carmo Borba
Silva, Angélica da Fontoura Garcia
dc.subject.por.fl_str_mv Educação Matemática
Raciocínio Proporcional
Estratégias de Alunos
Ensino Médio
Mathematics Education
Proportional Reasoning
Studant Strategies
High School
topic Educação Matemática
Raciocínio Proporcional
Estratégias de Alunos
Ensino Médio
Mathematics Education
Proportional Reasoning
Studant Strategies
High School
description This article aims to analyze the strategies used by 3rd-grade high school students to solve a situation involving the idea of proportional division in the ratio of 3 to 1. It is a qualitative research, carried out in a private school in the metropolitan area of São Paulo, SP, Brazil, with 43 students from two groups finishing basic education. Data collection was carried out through the presentation of problem situations in a questionnaire ? of a diagnostic nature ?, which were solved and sent digitally by e-mail to the coauthor of the article, who is their mathematics teacher. Students were requested to solve resolutions in different ways, if possible. As for the solution, the analysis revealed that most of the students used algebra (equation modelling and equation systems), while the others used arithmetic (notions of division, fraction, triple, and partition). The need for a broader focus on the didactic approach of this type of reasoning in high school was identified.
publishDate 2022
dc.date.none.fl_str_mv 2022-03-09
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Artigo avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ifrs.edu.br/index.php/REMAT/article/view/5154
10.35819/remat2022v8i1id5154
url https://periodicos.ifrs.edu.br/index.php/REMAT/article/view/5154
identifier_str_mv 10.35819/remat2022v8i1id5154
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ifrs.edu.br/index.php/REMAT/article/view/5154/3097
dc.rights.driver.fl_str_mv Copyright (c) 2022 REMAT: Revista Eletrônica da Matemática
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 REMAT: Revista Eletrônica da Matemática
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul
publisher.none.fl_str_mv Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul
dc.source.none.fl_str_mv REMAT: Revista Eletrônica da Matemática; Vol. 8 No. 1 (2022); e2004
REMAT: Revista Eletrônica da Matemática; Vol. 8 Núm. 1 (2022); e2004
REMAT: Revista Eletrônica da Matemática; v. 8 n. 1 (2022); e2004
2447-2689
reponame:Remat (Bento Gonçalves)
instname:Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)
instacron:IFRS
instname_str Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)
instacron_str IFRS
institution IFRS
reponame_str Remat (Bento Gonçalves)
collection Remat (Bento Gonçalves)
repository.name.fl_str_mv Remat (Bento Gonçalves) - Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)
repository.mail.fl_str_mv ||greice.andreis@caxias.ifrs.edu.br
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