The problem of the assumed number provided in Līlavātī's treatise for the study of algebraic thinking

Detalhes bibliográficos
Autor(a) principal: Freire, Dianara Figueirêdo
Data de Publicação: 2024
Outros Autores: Pereira, Ana Carolina Costa
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/3976
Resumo: In basic education, ways to improve the teaching of algebra have been discussed, through the discussion of algebraic thinking. In this context, the future Mathematics teacher must have included in their training resources that help them to understand this way of thinking. With this, this research aims to discuss the algebraic concepts with undergraduates in mathematics, contained in the "a presumed number" part of the Līlavātī, with a view to didactic guidelines. In this way, the article has a qualitative approach, being of a descriptive character, which was supported by a case study, permeated by a bibliographic and documentary study. Therefore, we note that through the Līlavātī treatise, it is possible to discuss algebraic thinking in the mathematics degree and we also observe that some undergraduates arrive at university with difficulty in modeling algebraic problems.
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spelling The problem of the assumed number provided in Līlavātī's treatise for the study of algebraic thinkingEl problema del presunto número previsto en el tratado de Līlavātī para el estudio del pensamiento algebraicoO problema do número presumido disposto no tratado de Līlavātī para o estudo do pensamento algébricoEducação MatemáticaBhāskarācāryaFormação de ProfessoresTextos HistóricosMathematics EducationBhāskarācāryaTeacher TrainingHistorical TextsEducación MatemáticaBhāskarācāryaFormación de ProfesoresTextos HistóricosIn basic education, ways to improve the teaching of algebra have been discussed, through the discussion of algebraic thinking. In this context, the future Mathematics teacher must have included in their training resources that help them to understand this way of thinking. With this, this research aims to discuss the algebraic concepts with undergraduates in mathematics, contained in the "a presumed number" part of the Līlavātī, with a view to didactic guidelines. In this way, the article has a qualitative approach, being of a descriptive character, which was supported by a case study, permeated by a bibliographic and documentary study. Therefore, we note that through the Līlavātī treatise, it is possible to discuss algebraic thinking in the mathematics degree and we also observe that some undergraduates arrive at university with difficulty in modeling algebraic problems.En la educación básica se han discutido formas de mejorar la enseñanza del álgebra, a través de la discusión del pensamiento algebraico. En este contexto, el futuro profesor de Matemáticas debe haber incluido en su formación recursos que le ayuden a comprender esta forma de pensar. Con eso, esta investigación tiene como objetivo discutir los conceptos algebraicos con estudiantes en formación en matemáticas, contenidos en la parte "un número presunto" del Līlavātī, con miras a orientaciones didácticas. De esta forma, el artículo tiene un enfoque cualitativo, siendo de carácter descriptivo, el cual estuvo sustentado en un estudio de caso, permeado por un estudio bibliográfico y documental. Por lo tanto, notamos que a través del tratado Līlavātī, es posible discutir el pensamiento algebraico en la carrera de matemáticas y también observamos que algunos estudiantes llegan a la universidad con dificultad para modelar problemas algebraicos.Na Educação Básica, vêm se discutindo modos de se aprimorar o ensino de álgebra, por meio da discussão do pensamento algébrico. Nesse contexto, o futuro professor de Matemática deve ter inserido, em sua formação, recursos que o ajudem a entender esse modo de pensar. Com isso, este artigo tem por intuito apresentar e discutir os conceitos algébricos com licenciandos em Matemática, contidos na parte “Um número presumido” do Līlavātī, com vista a orientações didáticas. Para isso, é utilizada uma abordagem qualitativa, de caráter descritivo, que se apoiou em um estudo de caso, permeado por um estudo bibliográfico e documental. Portanto, notamos que, através do tratado Līlavātī, é possível discutir o pensamento algébrico na Licenciatura em Matemática e, ainda, observamos que alguns licenciandos chegam à universidade com dificuldade de modelar problemas algébricos.Editora Cruzeiro do Sul2024-02-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/397610.26843/rencima.v15n1a09Revista de Ensino de Ciências e Matemática; v. 15 n. 1 (2024): jan./mar.; 1-182179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/3976/2153https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessFreire, Dianara FigueirêdoPereira, Ana Carolina Costa2024-04-12T19:10:07Zoai:ojs.pkp.sfu.ca:article/3976Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2024-04-12T19:10:07Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv The problem of the assumed number provided in Līlavātī's treatise for the study of algebraic thinking
El problema del presunto número previsto en el tratado de Līlavātī para el estudio del pensamiento algebraico
O problema do número presumido disposto no tratado de Līlavātī para o estudo do pensamento algébrico
title The problem of the assumed number provided in Līlavātī's treatise for the study of algebraic thinking
spellingShingle The problem of the assumed number provided in Līlavātī's treatise for the study of algebraic thinking
Freire, Dianara Figueirêdo
Educação Matemática
Bhāskarācārya
Formação de Professores
Textos Históricos
Mathematics Education
Bhāskarācārya
Teacher Training
Historical Texts
Educación Matemática
Bhāskarācārya
Formación de Profesores
Textos Históricos
title_short The problem of the assumed number provided in Līlavātī's treatise for the study of algebraic thinking
title_full The problem of the assumed number provided in Līlavātī's treatise for the study of algebraic thinking
title_fullStr The problem of the assumed number provided in Līlavātī's treatise for the study of algebraic thinking
title_full_unstemmed The problem of the assumed number provided in Līlavātī's treatise for the study of algebraic thinking
title_sort The problem of the assumed number provided in Līlavātī's treatise for the study of algebraic thinking
author Freire, Dianara Figueirêdo
author_facet Freire, Dianara Figueirêdo
Pereira, Ana Carolina Costa
author_role author
author2 Pereira, Ana Carolina Costa
author2_role author
dc.contributor.author.fl_str_mv Freire, Dianara Figueirêdo
Pereira, Ana Carolina Costa
dc.subject.por.fl_str_mv Educação Matemática
Bhāskarācārya
Formação de Professores
Textos Históricos
Mathematics Education
Bhāskarācārya
Teacher Training
Historical Texts
Educación Matemática
Bhāskarācārya
Formación de Profesores
Textos Históricos
topic Educação Matemática
Bhāskarācārya
Formação de Professores
Textos Históricos
Mathematics Education
Bhāskarācārya
Teacher Training
Historical Texts
Educación Matemática
Bhāskarācārya
Formación de Profesores
Textos Históricos
description In basic education, ways to improve the teaching of algebra have been discussed, through the discussion of algebraic thinking. In this context, the future Mathematics teacher must have included in their training resources that help them to understand this way of thinking. With this, this research aims to discuss the algebraic concepts with undergraduates in mathematics, contained in the "a presumed number" part of the Līlavātī, with a view to didactic guidelines. In this way, the article has a qualitative approach, being of a descriptive character, which was supported by a case study, permeated by a bibliographic and documentary study. Therefore, we note that through the Līlavātī treatise, it is possible to discuss algebraic thinking in the mathematics degree and we also observe that some undergraduates arrive at university with difficulty in modeling algebraic problems.
publishDate 2024
dc.date.none.fl_str_mv 2024-02-01
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/3976
10.26843/rencima.v15n1a09
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3976
identifier_str_mv 10.26843/rencima.v15n1a09
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3976/2153
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. 15 n. 1 (2024): jan./mar.; 1-18
2179-426X
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)
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