A visual approach for solving problems with fractions
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/20.500.11960/3194 |
Resumo: | This article discusses the importance of visual models in problem solving, in the scope of rational numbers. We seek to highlight the potential of this approach, as a structuring theme in the mathematical development of students in elementary education and the connections it allows to establish. In order for students to be mathematically competent and creative, they must be able not only to solve traditional computational problems but also to use models/visual representations when solving all types of mathematical problems, including those in which the visual component is not evident. We developed a qualitative study based on a didactical experience involving 14 future teachers who were attending a Didactics of Mathematics unit course that included a module about problem solving with emphasizes in visual approaches. The main purpose of the study was to identify the strategies used by the future teachers when solving problems with multiple solutions, before and after that module. Data was collected through observation and the written productions of the participants. It was possible to conclude that they tended to privilege analytical approaches before the intervention and, after the teaching experience, they started to value visual approaches, which generated an increase of the productions involving this type of solutions. |
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A visual approach for solving problems with fractionsProblem solvingRational numbersFractionsVisual strategiesPre-service teacher trainingThis article discusses the importance of visual models in problem solving, in the scope of rational numbers. We seek to highlight the potential of this approach, as a structuring theme in the mathematical development of students in elementary education and the connections it allows to establish. In order for students to be mathematically competent and creative, they must be able not only to solve traditional computational problems but also to use models/visual representations when solving all types of mathematical problems, including those in which the visual component is not evident. We developed a qualitative study based on a didactical experience involving 14 future teachers who were attending a Didactics of Mathematics unit course that included a module about problem solving with emphasizes in visual approaches. The main purpose of the study was to identify the strategies used by the future teachers when solving problems with multiple solutions, before and after that module. Data was collected through observation and the written productions of the participants. It was possible to conclude that they tended to privilege analytical approaches before the intervention and, after the teaching experience, they started to value visual approaches, which generated an increase of the productions involving this type of solutions.2023-02-10T15:05:09Z2021-11-12T00:00:00Z2021-11-122022-11-16T17:49:09Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/20.500.11960/3194eng10.3390/educsci11110727Barbosa, AnaVale, Isabelinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-03-21T14:38:18Zoai:repositorio.ipvc.pt:20.500.11960/3194Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:43:50.860203Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
A visual approach for solving problems with fractions |
title |
A visual approach for solving problems with fractions |
spellingShingle |
A visual approach for solving problems with fractions Barbosa, Ana Problem solving Rational numbers Fractions Visual strategies Pre-service teacher training |
title_short |
A visual approach for solving problems with fractions |
title_full |
A visual approach for solving problems with fractions |
title_fullStr |
A visual approach for solving problems with fractions |
title_full_unstemmed |
A visual approach for solving problems with fractions |
title_sort |
A visual approach for solving problems with fractions |
author |
Barbosa, Ana |
author_facet |
Barbosa, Ana Vale, Isabel |
author_role |
author |
author2 |
Vale, Isabel |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Barbosa, Ana Vale, Isabel |
dc.subject.por.fl_str_mv |
Problem solving Rational numbers Fractions Visual strategies Pre-service teacher training |
topic |
Problem solving Rational numbers Fractions Visual strategies Pre-service teacher training |
description |
This article discusses the importance of visual models in problem solving, in the scope of rational numbers. We seek to highlight the potential of this approach, as a structuring theme in the mathematical development of students in elementary education and the connections it allows to establish. In order for students to be mathematically competent and creative, they must be able not only to solve traditional computational problems but also to use models/visual representations when solving all types of mathematical problems, including those in which the visual component is not evident. We developed a qualitative study based on a didactical experience involving 14 future teachers who were attending a Didactics of Mathematics unit course that included a module about problem solving with emphasizes in visual approaches. The main purpose of the study was to identify the strategies used by the future teachers when solving problems with multiple solutions, before and after that module. Data was collected through observation and the written productions of the participants. It was possible to conclude that they tended to privilege analytical approaches before the intervention and, after the teaching experience, they started to value visual approaches, which generated an increase of the productions involving this type of solutions. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-11-12T00:00:00Z 2021-11-12 2022-11-16T17:49:09Z 2023-02-10T15:05:09Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/20.500.11960/3194 |
url |
http://hdl.handle.net/20.500.11960/3194 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
10.3390/educsci11110727 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799131524209049600 |