Articulations between denotative and connotative meanings for the concept of proportion: an experience with Mathematical Modeling in the early years

Detalhes bibliográficos
Autor(a) principal: Triguero, Letícia Fagundes
Data de Publicação: 2022
Outros Autores: Kato, Lilian Akemi
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/3479
Resumo: This paper aims to investigate the possible articulations of denotative and connotative meanings for the notions involved in the concept of proportion, which are manifested in the strategies developed by students of the Early Years, when developing Mathematical Modeling activities. We conducted the research with 5th grade students of a public school in the city of Maringá - PR, and the data production occurred via Google Meet, through audio and video recording of the classes and the children's written record. In view of this, we developed concept maps which depict the strategies used during the Mathematical Modeling activity developed, and which were used in the analysis. Considering the students' predisposition, motivated by the Mathematical Modeling activity, as well as the denotative meaning worked, the students' actions and justifications for their resolutions gave us indications of the articulation of denotative and connotative meanings that result in the psychological meanings involved in the concept proportion.
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spelling Articulations between denotative and connotative meanings for the concept of proportion: an experience with Mathematical Modeling in the early yearsArticulaciones entre significados denotativos y connotativos para el concepto de proporción: una experiencia con la Modelación Matemática en los primeros añosArticulações entre os significados denotativos e conotativos para o conceito de proporção: uma experiência com Modelagem Matemática nos anos iniciaisTeoria da Aprendizagem SignificativaEducação MatemáticaDiferenciação ProgressivaReconciliação IntegradoraNúmeros RacionaisMeaningful Learning TheoryMathematics EducationProgressive DifferentiationIntegrating ReconciliationRational NumbersTeoría del Aprendizaje SignificativoEducación MatemáticaDiferenciación ProgresivaIntegración de la ReconciliaciónNumeros RacionalesThis paper aims to investigate the possible articulations of denotative and connotative meanings for the notions involved in the concept of proportion, which are manifested in the strategies developed by students of the Early Years, when developing Mathematical Modeling activities. We conducted the research with 5th grade students of a public school in the city of Maringá - PR, and the data production occurred via Google Meet, through audio and video recording of the classes and the children's written record. In view of this, we developed concept maps which depict the strategies used during the Mathematical Modeling activity developed, and which were used in the analysis. Considering the students' predisposition, motivated by the Mathematical Modeling activity, as well as the denotative meaning worked, the students' actions and justifications for their resolutions gave us indications of the articulation of denotative and connotative meanings that result in the psychological meanings involved in the concept proportion.Este trabajo pretende indagar sobre las posibles articulaciones de los significados denotativos y connotativos para las nociones involucradas en el concepto de proporción, que se manifiestan en las estrategias desarrolladas por los alumnos de los Años Iniciales, cuando desarrollan actividades de Modelización Matemática. Realizamos la investigación con alumnos de 5º grado de una escuela pública de la ciudad de Maringá - PR, y la producción de datos ocurrió vía Google Meet, a través de la grabación en audio y video de las clases y el registro escrito de los niños. Por lo tanto, elaboramos mapas conceptuales que retratan las estrategias utilizadas durante la actividad de Modelización Matemática desarrollada, que se utilizaron en el análisis. Considerando la predisposición de los alumnos, motivada por la actividad de Modelización Matemática, así como el significado denotativo trabajado, las acciones de los alumnos y las justificaciones de sus resoluciones nos dieron señales de articulación de los significados denotativos y connotativos que resultan en los significados psicológicos involucrados en la proporción del concepto.Esse trabalho tem como objetivo investigar sobre as possíveis articulações dos significados denotativos e conotativos para as noções envolvidas no conceito de proporção, que são manifestadas nas estratégias desenvolvidas por estudantes dos Anos Iniciais, quando desenvolvem atividades de Modelagem Matemática. Realizamos a pesquisa com alunos de 5º ano de uma escola pública do município de Maringá – PR, e a produção dos dados ocorreu via Google Meet, por meio da gravação em áudio e vídeo das aulas e do registro escrito das crianças. Diante disso, elaboramos mapas conceituais os quais retratam as estratégias utilizadas durante a atividade de Modelagem Matemática desenvolvida, e que foram utilizados na análise. Considerando a predisposição dos alunos, motivada pela atividade de Modelagem Matemática, bem como o significado denotativo trabalhado, as ações e justificativas dos alunos para suas resoluções nos deram indícios de articulação dos significados denotativos e conotativos que resultam nos significados psicológicos envolvidos no conceito proporção.Editora Cruzeiro do Sul2022-06-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/347910.26843/rencima.v13n2a18Revista de Ensino de Ciências e Matemática; v. 13 n. 2 (2022): abr./jun.; 1-252179-426Xreponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/3479/1782https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessTriguero, Letícia FagundesKato, Lilian Akemi2023-04-22T01:03:08Zoai:ojs.pkp.sfu.ca:article/3479Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-22T01:03:08Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv Articulations between denotative and connotative meanings for the concept of proportion: an experience with Mathematical Modeling in the early years
Articulaciones entre significados denotativos y connotativos para el concepto de proporción: una experiencia con la Modelación Matemática en los primeros años
Articulações entre os significados denotativos e conotativos para o conceito de proporção: uma experiência com Modelagem Matemática nos anos iniciais
title Articulations between denotative and connotative meanings for the concept of proportion: an experience with Mathematical Modeling in the early years
spellingShingle Articulations between denotative and connotative meanings for the concept of proportion: an experience with Mathematical Modeling in the early years
Triguero, Letícia Fagundes
Teoria da Aprendizagem Significativa
Educação Matemática
Diferenciação Progressiva
Reconciliação Integradora
Números Racionais
Meaningful Learning Theory
Mathematics Education
Progressive Differentiation
Integrating Reconciliation
Rational Numbers
Teoría del Aprendizaje Significativo
Educación Matemática
Diferenciación Progresiva
Integración de la Reconciliación
Numeros Racionales
title_short Articulations between denotative and connotative meanings for the concept of proportion: an experience with Mathematical Modeling in the early years
title_full Articulations between denotative and connotative meanings for the concept of proportion: an experience with Mathematical Modeling in the early years
title_fullStr Articulations between denotative and connotative meanings for the concept of proportion: an experience with Mathematical Modeling in the early years
title_full_unstemmed Articulations between denotative and connotative meanings for the concept of proportion: an experience with Mathematical Modeling in the early years
title_sort Articulations between denotative and connotative meanings for the concept of proportion: an experience with Mathematical Modeling in the early years
author Triguero, Letícia Fagundes
author_facet Triguero, Letícia Fagundes
Kato, Lilian Akemi
author_role author
author2 Kato, Lilian Akemi
author2_role author
dc.contributor.author.fl_str_mv Triguero, Letícia Fagundes
Kato, Lilian Akemi
dc.subject.por.fl_str_mv Teoria da Aprendizagem Significativa
Educação Matemática
Diferenciação Progressiva
Reconciliação Integradora
Números Racionais
Meaningful Learning Theory
Mathematics Education
Progressive Differentiation
Integrating Reconciliation
Rational Numbers
Teoría del Aprendizaje Significativo
Educación Matemática
Diferenciación Progresiva
Integración de la Reconciliación
Numeros Racionales
topic Teoria da Aprendizagem Significativa
Educação Matemática
Diferenciação Progressiva
Reconciliação Integradora
Números Racionais
Meaningful Learning Theory
Mathematics Education
Progressive Differentiation
Integrating Reconciliation
Rational Numbers
Teoría del Aprendizaje Significativo
Educación Matemática
Diferenciación Progresiva
Integración de la Reconciliación
Numeros Racionales
description This paper aims to investigate the possible articulations of denotative and connotative meanings for the notions involved in the concept of proportion, which are manifested in the strategies developed by students of the Early Years, when developing Mathematical Modeling activities. We conducted the research with 5th grade students of a public school in the city of Maringá - PR, and the data production occurred via Google Meet, through audio and video recording of the classes and the children's written record. In view of this, we developed concept maps which depict the strategies used during the Mathematical Modeling activity developed, and which were used in the analysis. Considering the students' predisposition, motivated by the Mathematical Modeling activity, as well as the denotative meaning worked, the students' actions and justifications for their resolutions gave us indications of the articulation of denotative and connotative meanings that result in the psychological meanings involved in the concept proportion.
publishDate 2022
dc.date.none.fl_str_mv 2022-06-29
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/3479
10.26843/rencima.v13n2a18
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3479
identifier_str_mv 10.26843/rencima.v13n2a18
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/3479/1782
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. 13 n. 2 (2022): abr./jun.; 1-25
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)
repository.mail.fl_str_mv ||rencima@cruzeirodosul.edu.br
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