Interaction and significance processes in the development of algebraic thinking of students with intellectual disabilities in the historical-cultural perspective

Detalhes bibliográficos
Autor(a) principal: Noronha, Adriela Maria
Data de Publicação: 2018
Outros Autores: Nehring, Cátia Maria
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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spelling 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
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instname_str Sociedade Brasileira de Educação Matemática (SBEM)
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institution SBEM
reponame_str Revista de Educação Matemática (Online)
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