Interaction and significance processes in the development of algebraic thinking of students with intellectual disabilities in the historical-cultural perspective
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Data de Publicação: | 2018 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista de Educação Matemática (Online) |
Texto Completo: | https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/169 |
Resumo: | This article refers to the cut of the master's research, from the first author with guidance of the second, who sought to identify elements that can enhance the conceptual learning of students with intellectual disabilities in the AEE-Specialized Educational Attention, from mathematical situations involving introductory concepts of algebra and the mobilization and development of algebraic thought. Three students with a diagnostic hypothesis of intellectual disability who attended the final years of elementary school in the year 2017 participated in the research. The empirical data were produced from the exploration of algebraic study actions during AEE, which were filmed and subsequently transcribed. In this text, we discuss the processes of interactions and meanings, which are potential elements of conceptual learning that were triggered during the exploration of two algebraic study actions, which were analyzed considering the records and justifications produced by the students. Analyzing such empirical data based on the Historical-Cultural perspective, we can establish that the quality of the interactions between students and teachers in situations of study in AEE favors the process of algebraic signification, enhancing the conceptual development. |
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Interaction and significance processes in the development of algebraic thinking of students with intellectual disabilities in the historical-cultural perspectiveProcesos de interacciones y significaciones en el desarrollo del pensamiento algebraico en estudiantes con discapacidad intelectual en la perspectiva histórico-culturalProcessos de interações e significações no desenvolvimento do pensamento algébrico em alunos com deficiência intelectual na perspectiva histórico-culturalSpecialized Educational ServicesAlgebraic ThinkingAlgebraic ConceptsServicio Educativo EspecializadoPensamiento AlgebraicoConceptos algebraicosAtendimento Educacional EspecializadoPensamento AlgébricoConceitos algébricos.This article refers to the cut of the master's research, from the first author with guidance of the second, who sought to identify elements that can enhance the conceptual learning of students with intellectual disabilities in the AEE-Specialized Educational Attention, from mathematical situations involving introductory concepts of algebra and the mobilization and development of algebraic thought. Three students with a diagnostic hypothesis of intellectual disability who attended the final years of elementary school in the year 2017 participated in the research. The empirical data were produced from the exploration of algebraic study actions during AEE, which were filmed and subsequently transcribed. In this text, we discuss the processes of interactions and meanings, which are potential elements of conceptual learning that were triggered during the exploration of two algebraic study actions, which were analyzed considering the records and justifications produced by the students. Analyzing such empirical data based on the Historical-Cultural perspective, we can establish that the quality of the interactions between students and teachers in situations of study in AEE favors the process of algebraic signification, enhancing the conceptual development.Este artículo se refiere al recorte de la investigación de maestría, que buscó identificar elementos que pueden potenciar el aprendizaje conceptual de alumnos con discapacidad intelectual en el AEE-Servicio Educativo Especializado, a partir de situaciones matemáticas que involucraron conceptos introductorios de la álgebra y la movilización y el desarrollo del pensamiento algebraico. Participaron de la investigación tres alumnos con hipótesis diagnóstica de deficiencia intelectual que frecuentaban los años finales de la enseñanza fundamental de una escuela estadual en el año 2017. Los datos empíricos se produjeron a partir de la explotación de acciones de estudio algebra durante el AEE, filmadas y posteriormente transcritas. En este texto discutimos sobre los procesos de Interacciones y Significaciones, elementos potencializadores del aprendizaje conceptual que fueron desencadenados durante la exploración de dos acciones de estudio algebraicas, las cuales fueron analizadas considerando los registros y las justificaciones producidas por los alumnos. Al analizar estos datos empíricos basándose en la perspectiva histórico-cultural podemos establecer que la calidad de las interacciones entre alumnos y profesores en situaciones de estudio en el AEE favorece el proceso de significación algebraica, potenciando el desarrollo conceptual.Este artigo se refere ao recorte da pesquisa de mestrado, da primeira autora com orientação da segunda, que procurou identificar elementos que podem potencializar a aprendizagem conceitual de alunos com deficiência intelectual no AEE-Atendimento Educacional Especializado, a partir de situações matemáticas que envolveram conceitos introdutórios da álgebra e a mobilização e o desenvolvimento do pensamento algébrico. Participaram da investigação três alunos com hipótese diagnóstica de deficiência intelectual que frequentavam os anos finais do ensino fundamental de uma escola estadual, no ano de 2017. Os dados empíricos foram produzidos a partir da exploração de ações de estudo algébricas durante o AEE, as quais foram filmadas e posteriormente transcritas. Neste texto discutimos sobre os processos de Interações e Significações, elementos potencializadores da aprendizagem conceitual que foram desencadeados durante a exploração de duas ações de estudo algébricas, as quais foram analisadas considerando os registros e as justificativas produzidas pelos alunos. Analisando tais dados empíricos baseando-se na perspectiva Histórico-Cultural podemos estabelecer que a qualidade das interações entre alunos e professor em situações de estudo no AEE favorece o processo de significação algébrica, potencializando o desenvolvimento conceitual.Sociedade Brasileira de Educação Matemática (SBEM)2018-09-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/16910.25090/remat25269062v15n202018p463a482Revista de Educação Matemática; Vol. 15 No. 20: set./dez. 2018; 463 - 482Revista de Educação Matemática; ##issue.vol## 15 ##issue.no## 20: set./dez. 2018; 463 - 482Revista de Educação Matemática; Vol. 15 Núm. 20: set./dez. 2018; 463 - 482Revista de Educação Matemática; v. 15 n. 20: set./dez. 2018; 463 - 4822526-9062reponame:Revista de Educação Matemática (Online)instname:Sociedade Brasileira de Educação Matemática (SBEM)instacron:SBEMporhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/169/pdfCopyright (c) 2018 Adriela Maria Noronha, Cátia Maria Nehringinfo:eu-repo/semantics/openAccessNoronha, Adriela MariaNehring, Cátia Maria2021-05-06T16:11:37ZRevistahttps://www.revistasbemsp.com.br/index.php/REMat-SPONG |
dc.title.none.fl_str_mv |
Interaction and significance processes in the development of algebraic thinking of students with intellectual disabilities in the historical-cultural perspective Procesos de interacciones y significaciones en el desarrollo del pensamiento algebraico en estudiantes con discapacidad intelectual en la perspectiva histórico-cultural Processos de interações e significações no desenvolvimento do pensamento algébrico em alunos com deficiência intelectual na perspectiva histórico-cultural |
title |
Interaction and significance processes in the development of algebraic thinking of students with intellectual disabilities in the historical-cultural perspective |
spellingShingle |
Interaction and significance processes in the development of algebraic thinking of students with intellectual disabilities in the historical-cultural perspective Noronha, Adriela Maria Specialized Educational Services Algebraic Thinking Algebraic Concepts Servicio Educativo Especializado Pensamiento Algebraico Conceptos algebraicos Atendimento Educacional Especializado Pensamento Algébrico Conceitos algébricos. |
title_short |
Interaction and significance processes in the development of algebraic thinking of students with intellectual disabilities in the historical-cultural perspective |
title_full |
Interaction and significance processes in the development of algebraic thinking of students with intellectual disabilities in the historical-cultural perspective |
title_fullStr |
Interaction and significance processes in the development of algebraic thinking of students with intellectual disabilities in the historical-cultural perspective |
title_full_unstemmed |
Interaction and significance processes in the development of algebraic thinking of students with intellectual disabilities in the historical-cultural perspective |
title_sort |
Interaction and significance processes in the development of algebraic thinking of students with intellectual disabilities in the historical-cultural perspective |
author |
Noronha, Adriela Maria |
author_facet |
Noronha, Adriela Maria Nehring, Cátia Maria |
author_role |
author |
author2 |
Nehring, Cátia Maria |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Noronha, Adriela Maria Nehring, Cátia Maria |
dc.subject.por.fl_str_mv |
Specialized Educational Services Algebraic Thinking Algebraic Concepts Servicio Educativo Especializado Pensamiento Algebraico Conceptos algebraicos Atendimento Educacional Especializado Pensamento Algébrico Conceitos algébricos. |
topic |
Specialized Educational Services Algebraic Thinking Algebraic Concepts Servicio Educativo Especializado Pensamiento Algebraico Conceptos algebraicos Atendimento Educacional Especializado Pensamento Algébrico Conceitos algébricos. |
description |
This article refers to the cut of the master's research, from the first author with guidance of the second, who sought to identify elements that can enhance the conceptual learning of students with intellectual disabilities in the AEE-Specialized Educational Attention, from mathematical situations involving introductory concepts of algebra and the mobilization and development of algebraic thought. Three students with a diagnostic hypothesis of intellectual disability who attended the final years of elementary school in the year 2017 participated in the research. The empirical data were produced from the exploration of algebraic study actions during AEE, which were filmed and subsequently transcribed. In this text, we discuss the processes of interactions and meanings, which are potential elements of conceptual learning that were triggered during the exploration of two algebraic study actions, which were analyzed considering the records and justifications produced by the students. Analyzing such empirical data based on the Historical-Cultural perspective, we can establish that the quality of the interactions between students and teachers in situations of study in AEE favors the process of algebraic signification, enhancing the conceptual development. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-09-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/169 10.25090/remat25269062v15n202018p463a482 |
url |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/169 |
identifier_str_mv |
10.25090/remat25269062v15n202018p463a482 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/169/pdf |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Adriela Maria Noronha, Cátia Maria Nehring info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Adriela Maria Noronha, Cátia Maria Nehring |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Sociedade Brasileira de Educação Matemática (SBEM) |
publisher.none.fl_str_mv |
Sociedade Brasileira de Educação Matemática (SBEM) |
dc.source.none.fl_str_mv |
Revista de Educação Matemática; Vol. 15 No. 20: set./dez. 2018; 463 - 482 Revista de Educação Matemática; ##issue.vol## 15 ##issue.no## 20: set./dez. 2018; 463 - 482 Revista de Educação Matemática; Vol. 15 Núm. 20: set./dez. 2018; 463 - 482 Revista de Educação Matemática; v. 15 n. 20: set./dez. 2018; 463 - 482 2526-9062 reponame:Revista de Educação Matemática (Online) instname:Sociedade Brasileira de Educação Matemática (SBEM) instacron:SBEM |
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Sociedade Brasileira de Educação Matemática (SBEM) |
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SBEM |
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SBEM |
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Revista de Educação Matemática (Online) |
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Revista de Educação Matemática (Online) |
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