O início do ensino de fração: uma intervenção com alunos de 2ª série do ensino fundamental
Autor(a) principal: | |
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Data de Publicação: | 2007 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/11274 |
Resumo: | The purpose of this dissertation was to do an interventionist study for the introduction of the fraction concept to 2nd graders. The study proposed to answer the following research question: What are the effects that each of the four meanings of the fraction (part-whole, quotient, multiplicative operator and measurement) bring to the initial learning of 2nd graders about this concept? For such, a study with 61 students was done, coming from two classes of a state public school of the Santo André zone, which composed two groups, one of the groups passed through a planned intervention of teaching about the fraction theme Experimental Group (GE) and the other group did not pass though any intervention about the theme, and because of that, it was called Control Group (GC). Both groups have never had contact, from the formal view of the school, with the fraction object. The theoretical foundation of the research counted with the Theory of Conceptual Fields proposed by Vergnaud (1988; 2001) and the theoretical ideas from Nunes et al. (2003) with relation to the different meanings of fractions. The methodology counted with a near-experimental study divided into two steps: the first one, denominated step ��, referred to the collective application of three diagnostic tests (pre, intermediate and pos test) for both students from GE and GC that answered individually. The second one, called step ��, turned itself to the intervention phase, moment in which the students from the GE and the GC were divided into 4 subgroups in which two meanings of fractions were taught. The data were analyzed inside these two moments, one turned to the quantitative analysis in which was tried to relate the percentage of right answers, with help from the SPSS (Statistical Package for Social Science) The second moment referred to the analysis of the data from a qualitative point of view, aiming at identifying kind of mistakes made by the students, as well as to analyze its strategies in the resolution. The results showed that each of the meanings had an important role in the learning of the fraction by the students and they all brought contributions to the beginning of the appropriation of this object. Thus, it was possible to find distinct effects in the initial learning of fraction, depending on the meaning that was used to introduce this concept |
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Magina, Sandra Maria Pintohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4131935H9Malaspina, Maria da Conceição de Oliveira2016-04-27T16:58:31Z2008-05-122007-10-02Malaspina, Maria da Conceição de Oliveira. O início do ensino de fração: uma intervenção com alunos de 2ª série do ensino fundamental. 2007. 184 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2007.https://tede2.pucsp.br/handle/handle/11274The purpose of this dissertation was to do an interventionist study for the introduction of the fraction concept to 2nd graders. The study proposed to answer the following research question: What are the effects that each of the four meanings of the fraction (part-whole, quotient, multiplicative operator and measurement) bring to the initial learning of 2nd graders about this concept? For such, a study with 61 students was done, coming from two classes of a state public school of the Santo André zone, which composed two groups, one of the groups passed through a planned intervention of teaching about the fraction theme Experimental Group (GE) and the other group did not pass though any intervention about the theme, and because of that, it was called Control Group (GC). Both groups have never had contact, from the formal view of the school, with the fraction object. The theoretical foundation of the research counted with the Theory of Conceptual Fields proposed by Vergnaud (1988; 2001) and the theoretical ideas from Nunes et al. (2003) with relation to the different meanings of fractions. The methodology counted with a near-experimental study divided into two steps: the first one, denominated step ��, referred to the collective application of three diagnostic tests (pre, intermediate and pos test) for both students from GE and GC that answered individually. The second one, called step ��, turned itself to the intervention phase, moment in which the students from the GE and the GC were divided into 4 subgroups in which two meanings of fractions were taught. The data were analyzed inside these two moments, one turned to the quantitative analysis in which was tried to relate the percentage of right answers, with help from the SPSS (Statistical Package for Social Science) The second moment referred to the analysis of the data from a qualitative point of view, aiming at identifying kind of mistakes made by the students, as well as to analyze its strategies in the resolution. The results showed that each of the meanings had an important role in the learning of the fraction by the students and they all brought contributions to the beginning of the appropriation of this object. Thus, it was possible to find distinct effects in the initial learning of fraction, depending on the meaning that was used to introduce this conceptA presente dissertação teve por objetivo realizar um estudo intervencionista para introdução do conceito de fração com alunos da 2ª série do Ensino Fundamental. O estudo propôs-se a responder à seguinte questão de pesquisa: Quais os efeitos que cada um dos quatro significados para fração (parte-todo, quociente, operador multiplicativo e medida) traz para a aprendizagem inicial dos alunos do 1º ciclo (2ª série) do Ensino Fundamental sobre esse conceito? Para tanto, foi realizado um estudo com 61 alunos, advindos de duas turmas de uma escola pública estadual da região de Santo André, que compuseram dois grupos; um dos grupos passou por uma intervenção planejada de ensino sobre o tema fração Grupo Experimental (GE) e o outro grupo não passou por qualquer intervenção sobre o tema, e por isso, foi chamado de Grupo Controle (GC). Ambos os grupos, nunca tiveram contato, do ponto de vista formal da escola, com o objeto fração. A fundamentação teórica da pesquisa contou com a Teoria dos Campos Conceituais proposta por Vergnaud (1988; 2001) e as idéias teóricas de Nunes et al. (2003) com relação aos diferentes significados da fração. A metodologia constou de um estudo quase-experimental dividido em duas etapas: a primeira, denominada etapa ��, referiu-se a aplicação coletiva dos três testes-diagnóstico (pré, intermediário e pós-teste) tanto aos alunos do GE quanto GC que responderam individualmente. A segunda, chamada de etapa ��, voltou-se para fase de intervenção, momento em que dividimos aos alunos do GE em quatro subgrupos nos quais foram ensinados dois significados da fração.Os dados foram analisados dentro de dois momentos: um voltado à análise quantitativa em que se buscou relacionar os percentuais de acerto, com ajuda a do pacote estatístico SPSS (Statistical Package for Social Sciene). O segundo momento referiu-se a análise dos dados do ponto de vista qualitativo, visando identificar os tipos de erros cometidos pelos alunos, bem como analisar suas estratégias na resolução. Os resultados mostraram que cada um dos significados teve papel importante na aprendizagem da fração pelos alunos e todos trouxeram contribuições para o início da apropriação desse objeto. Dessa forma, foi possível encontrar efeitos distintos na aprendizagem inicial de fração, dependendo do significado que se utilizou para introduzir esse conceitoSecretaria da Educação do Estado de São Pauloapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/23424/Maria%20da%20Conceicao%20de%20Oliveira%20Malaspina.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação MatemáticaPUC-SPBREducaçãoFraçãoIntervençãoSPSSEnsino FundamentalTestes-diagnósticoEducacao matematicaMatematica -- Estudo e ensinoFracoesMatematica (Elementar)FractionInterventionElementary schoolDiagnostic testsCNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICAO início do ensino de fração: uma intervenção com alunos de 2ª série do ensino fundamentalinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTMaria da Conceicao de Oliveira Malaspina.pdf.txtMaria da Conceicao de Oliveira Malaspina.pdf.txtExtracted texttext/plain294832https://repositorio.pucsp.br/xmlui/bitstream/handle/11274/3/Maria%20da%20Conceicao%20de%20Oliveira%20Malaspina.pdf.txteb004680c7d5f27838f367cdf744b715MD53ORIGINALMaria da Conceicao de Oliveira Malaspina.pdfapplication/pdf2306045https://repositorio.pucsp.br/xmlui/bitstream/handle/11274/1/Maria%20da%20Conceicao%20de%20Oliveira%20Malaspina.pdf84a5df81fa1b298e1b3d2d212661d47eMD51THUMBNAILMaria da Conceicao de Oliveira Malaspina.pdf.jpgMaria da Conceicao de Oliveira Malaspina.pdf.jpgGenerated Thumbnailimage/jpeg4259https://repositorio.pucsp.br/xmlui/bitstream/handle/11274/2/Maria%20da%20Conceicao%20de%20Oliveira%20Malaspina.pdf.jpgd7ed9285c49e41e8723861ec61080c8dMD52handle/112742022-04-28 06:00:45.535oai:repositorio.pucsp.br:handle/11274Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T09:00:45Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
O início do ensino de fração: uma intervenção com alunos de 2ª série do ensino fundamental |
title |
O início do ensino de fração: uma intervenção com alunos de 2ª série do ensino fundamental |
spellingShingle |
O início do ensino de fração: uma intervenção com alunos de 2ª série do ensino fundamental Malaspina, Maria da Conceição de Oliveira Fração Intervenção SPSS Ensino Fundamental Testes-diagnóstico Educacao matematica Matematica -- Estudo e ensino Fracoes Matematica (Elementar) Fraction Intervention Elementary school Diagnostic tests CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
title_short |
O início do ensino de fração: uma intervenção com alunos de 2ª série do ensino fundamental |
title_full |
O início do ensino de fração: uma intervenção com alunos de 2ª série do ensino fundamental |
title_fullStr |
O início do ensino de fração: uma intervenção com alunos de 2ª série do ensino fundamental |
title_full_unstemmed |
O início do ensino de fração: uma intervenção com alunos de 2ª série do ensino fundamental |
title_sort |
O início do ensino de fração: uma intervenção com alunos de 2ª série do ensino fundamental |
author |
Malaspina, Maria da Conceição de Oliveira |
author_facet |
Malaspina, Maria da Conceição de Oliveira |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Magina, Sandra Maria Pinto |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4131935H9 |
dc.contributor.author.fl_str_mv |
Malaspina, Maria da Conceição de Oliveira |
contributor_str_mv |
Magina, Sandra Maria Pinto |
dc.subject.por.fl_str_mv |
Fração Intervenção SPSS Ensino Fundamental Testes-diagnóstico Educacao matematica Matematica -- Estudo e ensino Fracoes Matematica (Elementar) |
topic |
Fração Intervenção SPSS Ensino Fundamental Testes-diagnóstico Educacao matematica Matematica -- Estudo e ensino Fracoes Matematica (Elementar) Fraction Intervention Elementary school Diagnostic tests CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
dc.subject.eng.fl_str_mv |
Fraction Intervention Elementary school Diagnostic tests |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA |
description |
The purpose of this dissertation was to do an interventionist study for the introduction of the fraction concept to 2nd graders. The study proposed to answer the following research question: What are the effects that each of the four meanings of the fraction (part-whole, quotient, multiplicative operator and measurement) bring to the initial learning of 2nd graders about this concept? For such, a study with 61 students was done, coming from two classes of a state public school of the Santo André zone, which composed two groups, one of the groups passed through a planned intervention of teaching about the fraction theme Experimental Group (GE) and the other group did not pass though any intervention about the theme, and because of that, it was called Control Group (GC). Both groups have never had contact, from the formal view of the school, with the fraction object. The theoretical foundation of the research counted with the Theory of Conceptual Fields proposed by Vergnaud (1988; 2001) and the theoretical ideas from Nunes et al. (2003) with relation to the different meanings of fractions. The methodology counted with a near-experimental study divided into two steps: the first one, denominated step ��, referred to the collective application of three diagnostic tests (pre, intermediate and pos test) for both students from GE and GC that answered individually. The second one, called step ��, turned itself to the intervention phase, moment in which the students from the GE and the GC were divided into 4 subgroups in which two meanings of fractions were taught. The data were analyzed inside these two moments, one turned to the quantitative analysis in which was tried to relate the percentage of right answers, with help from the SPSS (Statistical Package for Social Science) The second moment referred to the analysis of the data from a qualitative point of view, aiming at identifying kind of mistakes made by the students, as well as to analyze its strategies in the resolution. The results showed that each of the meanings had an important role in the learning of the fraction by the students and they all brought contributions to the beginning of the appropriation of this object. Thus, it was possible to find distinct effects in the initial learning of fraction, depending on the meaning that was used to introduce this concept |
publishDate |
2007 |
dc.date.issued.fl_str_mv |
2007-10-02 |
dc.date.available.fl_str_mv |
2008-05-12 |
dc.date.accessioned.fl_str_mv |
2016-04-27T16:58:31Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Malaspina, Maria da Conceição de Oliveira. O início do ensino de fração: uma intervenção com alunos de 2ª série do ensino fundamental. 2007. 184 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2007. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/11274 |
identifier_str_mv |
Malaspina, Maria da Conceição de Oliveira. O início do ensino de fração: uma intervenção com alunos de 2ª série do ensino fundamental. 2007. 184 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2007. |
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