Representations in the learning of sequences and regularities by third-grade Portuguese students
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/1822/76557 |
Resumo: | Due to their abstract nature, representation of mathematical concepts through different registers favors their understanding. In the case of ‘‘sequences and regularities’’, it becomes propitious the exploration of different registers of representation in the institution of topics, such as term, order, formation law, and generating expression. Considering these assumptions, a teaching experiment was performed to understand the contribution of multiple representations in the learning of ‘‘sequences and regularities’’ by 3rd-grade students. The study adopted a qualitative methodology and the findings of the study reveal that students initially presented a smaller variety of representations, which increased during the teaching experience. Students showed a greater preference for pictorial representations and made explicit connections between different representations throughout their resolutions. Pictorial representations and tables allowed close and distant generalizations, the determination of the formation law, and the generating expression. The greatest difficulties of the students resulted from the interpretation of the statements of the proposed tasks, which were also evident in the representation (natural language), showing a greater number of incorrect answers. This result shows that some students still have difficulties in justifying their reasoning, either in writing or orally. |
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Representations in the learning of sequences and regularities by third-grade Portuguese studentsThird-grade studentsDifficultiesTeaching, and learning sequences and regularitiesRepresentationsCiências Sociais::Ciências da EducaçãoDue to their abstract nature, representation of mathematical concepts through different registers favors their understanding. In the case of ‘‘sequences and regularities’’, it becomes propitious the exploration of different registers of representation in the institution of topics, such as term, order, formation law, and generating expression. Considering these assumptions, a teaching experiment was performed to understand the contribution of multiple representations in the learning of ‘‘sequences and regularities’’ by 3rd-grade students. The study adopted a qualitative methodology and the findings of the study reveal that students initially presented a smaller variety of representations, which increased during the teaching experience. Students showed a greater preference for pictorial representations and made explicit connections between different representations throughout their resolutions. Pictorial representations and tables allowed close and distant generalizations, the determination of the formation law, and the generating expression. The greatest difficulties of the students resulted from the interpretation of the statements of the proposed tasks, which were also evident in the representation (natural language), showing a greater number of incorrect answers. This result shows that some students still have difficulties in justifying their reasoning, either in writing or orally.This work is also funded by CIEd – Research Centre on Education, Institute of Education, University of Minho, projects UIDB/01661/2020 and UIDP/01661/2020, through national funds of FCT/MCTES-PT; by CIEC - Research Center for Child Studies, Institute of Education, University of Minho, projects under the references UIDB/00317/2020 and UIDP/00317/2020; and by National Funds through FCT – Fundação para a Ciência e a Tecnologia, I. P. under the project UIDB/00194/2020.KURA Education and PublishingUniversidade do MinhoFaria, Ana RaquelViseu, FlorianoGomes, AlexandraAires, Ana Paula20212021-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/1822/76557eng1307-929810.26822/iejee.2022.235https://www.iejee.com/index.php/IEJEE/article/view/1647info: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:RCAAP2023-07-21T12:00:11Zoai:repositorium.sdum.uminho.pt:1822/76557Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T18:50:02.509280Repositório 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 |
Representations in the learning of sequences and regularities by third-grade Portuguese students |
title |
Representations in the learning of sequences and regularities by third-grade Portuguese students |
spellingShingle |
Representations in the learning of sequences and regularities by third-grade Portuguese students Faria, Ana Raquel Third-grade students Difficulties Teaching, and learning sequences and regularities Representations Ciências Sociais::Ciências da Educação |
title_short |
Representations in the learning of sequences and regularities by third-grade Portuguese students |
title_full |
Representations in the learning of sequences and regularities by third-grade Portuguese students |
title_fullStr |
Representations in the learning of sequences and regularities by third-grade Portuguese students |
title_full_unstemmed |
Representations in the learning of sequences and regularities by third-grade Portuguese students |
title_sort |
Representations in the learning of sequences and regularities by third-grade Portuguese students |
author |
Faria, Ana Raquel |
author_facet |
Faria, Ana Raquel Viseu, Floriano Gomes, Alexandra Aires, Ana Paula |
author_role |
author |
author2 |
Viseu, Floriano Gomes, Alexandra Aires, Ana Paula |
author2_role |
author author author |
dc.contributor.none.fl_str_mv |
Universidade do Minho |
dc.contributor.author.fl_str_mv |
Faria, Ana Raquel Viseu, Floriano Gomes, Alexandra Aires, Ana Paula |
dc.subject.por.fl_str_mv |
Third-grade students Difficulties Teaching, and learning sequences and regularities Representations Ciências Sociais::Ciências da Educação |
topic |
Third-grade students Difficulties Teaching, and learning sequences and regularities Representations Ciências Sociais::Ciências da Educação |
description |
Due to their abstract nature, representation of mathematical concepts through different registers favors their understanding. In the case of ‘‘sequences and regularities’’, it becomes propitious the exploration of different registers of representation in the institution of topics, such as term, order, formation law, and generating expression. Considering these assumptions, a teaching experiment was performed to understand the contribution of multiple representations in the learning of ‘‘sequences and regularities’’ by 3rd-grade students. The study adopted a qualitative methodology and the findings of the study reveal that students initially presented a smaller variety of representations, which increased during the teaching experience. Students showed a greater preference for pictorial representations and made explicit connections between different representations throughout their resolutions. Pictorial representations and tables allowed close and distant generalizations, the determination of the formation law, and the generating expression. The greatest difficulties of the students resulted from the interpretation of the statements of the proposed tasks, which were also evident in the representation (natural language), showing a greater number of incorrect answers. This result shows that some students still have difficulties in justifying their reasoning, either in writing or orally. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021 2021-01-01T00:00:00Z |
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/1822/76557 |
url |
http://hdl.handle.net/1822/76557 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
1307-9298 10.26822/iejee.2022.235 https://www.iejee.com/index.php/IEJEE/article/view/1647 |
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.publisher.none.fl_str_mv |
KURA Education and Publishing |
publisher.none.fl_str_mv |
KURA Education and Publishing |
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 |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799132267068522496 |