Proportional Division: an investigation of the strategies used by High School graduates
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Data de Publicação: | 2022 |
Outros Autores: | |
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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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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1798329706100031488 |