Early algebra: the algebra emerging from the resolution strategies used by students of the initial years
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista de Ensino de Ciências e Matemática - REnCiMa |
Texto Completo: | https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2031 |
Resumo: | This paper presents a qualitative analysis of the answers given by four students of the Early Years of Elementary School regarding algebraic concepts. The objective of this work was to analyze the students' resolution strategies in two situations that contemplate the context of the equations, focusing on the algebraic concepts that emerge from these resolutions. The methodology employed for this purpose was based on the Piagetian clinical method in which students were asked about their answers when answering the questions of the applied diagnostic instrument. As for the data analysis, this was qualitative and interpretative in light of the theoretical framework adopted. Research has shown that students in the early years of elementary school can solve situations with an emphasis on equations and functional relationships. These students have great potential for developing algebraic thinking, becoming evident when they make use of algebraic properties and present general ideas from particular situations. |
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Early algebra: the algebra emerging from the resolution strategies used by students of the initial yearsEarly Algebra: A álgebra que emerge das estratégias de resolução utilizadas por alunos dos anos iniciaisEarly AlgebraEquaçõesFunçõesPensamento AlgébricoEarly AlgebraEquationsFunctionsAlgebraic TroughtThis paper presents a qualitative analysis of the answers given by four students of the Early Years of Elementary School regarding algebraic concepts. The objective of this work was to analyze the students' resolution strategies in two situations that contemplate the context of the equations, focusing on the algebraic concepts that emerge from these resolutions. The methodology employed for this purpose was based on the Piagetian clinical method in which students were asked about their answers when answering the questions of the applied diagnostic instrument. As for the data analysis, this was qualitative and interpretative in light of the theoretical framework adopted. Research has shown that students in the early years of elementary school can solve situations with an emphasis on equations and functional relationships. These students have great potential for developing algebraic thinking, becoming evident when they make use of algebraic properties and present general ideas from particular situations.Este artigo apresenta uma análise das respostas dadas por alunos dos anos iniciais do Ensino Fundamental no que tange os conceitos algébricos. O objetivo desse trabalho foi analisar as estratégias de resolução dos alunos frente a duas situações que contemplam o contexto das equações, dando enfoque aos conceitos algébricos que emergem dessas resoluções. A metodologia empregada para tal fim foi baseada no método clínico piagetiano em que os alunos eram indagados quanto às suas respostas no momento em que respondiam às questões do instrumento diagnóstico aplicado. A pesquisa revelou que alunos dos anos iniciais do Ensino Fundamental conseguem resolver situações com ênfase nas equações e na relação funcional. No entanto, sentem dificuldades de fazer algumas relações entre elementos presentes nos problemas que envolvem as equações.Editora Cruzeiro do Sul2020-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/203110.26843/rencima.v11i1.2031Revista de Ensino de Ciências e Matemática; v. 11 n. 1 (2020): jan./mar.; 91-1092179-426X10.26843/rencima.v11i1reponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/2031/1220https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessBastos, Lígia SousaMerlini, Vera Lúcia2023-04-21T02:40:55Zoai:ojs.pkp.sfu.ca:article/2031Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-21T02:40:55Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false |
dc.title.none.fl_str_mv |
Early algebra: the algebra emerging from the resolution strategies used by students of the initial years Early Algebra: A álgebra que emerge das estratégias de resolução utilizadas por alunos dos anos iniciais |
title |
Early algebra: the algebra emerging from the resolution strategies used by students of the initial years |
spellingShingle |
Early algebra: the algebra emerging from the resolution strategies used by students of the initial years Bastos, Lígia Sousa Early Algebra Equações Funções Pensamento Algébrico Early Algebra Equations Functions Algebraic Trought |
title_short |
Early algebra: the algebra emerging from the resolution strategies used by students of the initial years |
title_full |
Early algebra: the algebra emerging from the resolution strategies used by students of the initial years |
title_fullStr |
Early algebra: the algebra emerging from the resolution strategies used by students of the initial years |
title_full_unstemmed |
Early algebra: the algebra emerging from the resolution strategies used by students of the initial years |
title_sort |
Early algebra: the algebra emerging from the resolution strategies used by students of the initial years |
author |
Bastos, Lígia Sousa |
author_facet |
Bastos, Lígia Sousa Merlini, Vera Lúcia |
author_role |
author |
author2 |
Merlini, Vera Lúcia |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Bastos, Lígia Sousa Merlini, Vera Lúcia |
dc.subject.por.fl_str_mv |
Early Algebra Equações Funções Pensamento Algébrico Early Algebra Equations Functions Algebraic Trought |
topic |
Early Algebra Equações Funções Pensamento Algébrico Early Algebra Equations Functions Algebraic Trought |
description |
This paper presents a qualitative analysis of the answers given by four students of the Early Years of Elementary School regarding algebraic concepts. The objective of this work was to analyze the students' resolution strategies in two situations that contemplate the context of the equations, focusing on the algebraic concepts that emerge from these resolutions. The methodology employed for this purpose was based on the Piagetian clinical method in which students were asked about their answers when answering the questions of the applied diagnostic instrument. As for the data analysis, this was qualitative and interpretative in light of the theoretical framework adopted. Research has shown that students in the early years of elementary school can solve situations with an emphasis on equations and functional relationships. These students have great potential for developing algebraic thinking, becoming evident when they make use of algebraic properties and present general ideas from particular situations. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-01-01 |
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://revistapos.cruzeirodosul.edu.br/rencima/article/view/2031 10.26843/rencima.v11i1.2031 |
url |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2031 |
identifier_str_mv |
10.26843/rencima.v11i1.2031 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistapos.cruzeirodosul.edu.br/rencima/article/view/2031/1220 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora Cruzeiro do Sul |
publisher.none.fl_str_mv |
Editora Cruzeiro do Sul |
dc.source.none.fl_str_mv |
Revista de Ensino de Ciências e Matemática; v. 11 n. 1 (2020): jan./mar.; 91-109 2179-426X 10.26843/rencima.v11i1 reponame:Revista de Ensino de Ciências e Matemática - REnCiMa instname:Universidade de Caxias do Sul (UCS) instacron:UCS |
instname_str |
Universidade de Caxias do Sul (UCS) |
instacron_str |
UCS |
institution |
UCS |
reponame_str |
Revista de Ensino de Ciências e Matemática - REnCiMa |
collection |
Revista de Ensino de Ciências e Matemática - REnCiMa |
repository.name.fl_str_mv |
Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS) |
repository.mail.fl_str_mv |
||rencima@cruzeirodosul.edu.br |
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1799306130756730880 |