A reference for the elaboration of teacher knowledge from the observation and reflection of difficulties and of errors about relative integer numbers

Detalhes bibliográficos
Autor(a) principal: Oliverira, Raquel Gomes de
Data de Publicação: 2019
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/1482
Resumo: This article aims to present as graduating in Mathematics, from a public university in São Paulo, have been able to develop teacher knowledge for the process of teaching and learning of this concept, observing and reporting conceptual errors and difficulties on Relative Integer Numbers, from their didactic-pedagogical experiences in the student teaching. Thus, analyzing errors and difficulties, demonstrated by students of Basic Education on Relative Integer Numbers, was a fundamental action for future Mathematics teachers to understand as necessary the organization of teaching situations that allow students to elaborate the concept of Relative Integer from the expansion of the set of Natural Numbers, its properties and the re-signification of Addition and Multiplication operations with these numbers. We conclude that reflecting on this teaching organization ended up being a means of developing pedagogical knowledge essential for the process of teaching and learning Relative Integer Numbers.
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spelling A reference for the elaboration of teacher knowledge from the observation and reflection of difficulties and of errors about relative integer numbersUma referência para a elaboração de saberes docentes a partir da observação e da reflexão de dificuldades e de erros sobre números inteiros relativosNúmero inteiro relativoEnsino e aprendizagemFormação de professores de MatemáticaRelative integer numberTeaching and learningMathematics teacher educationThis article aims to present as graduating in Mathematics, from a public university in São Paulo, have been able to develop teacher knowledge for the process of teaching and learning of this concept, observing and reporting conceptual errors and difficulties on Relative Integer Numbers, from their didactic-pedagogical experiences in the student teaching. Thus, analyzing errors and difficulties, demonstrated by students of Basic Education on Relative Integer Numbers, was a fundamental action for future Mathematics teachers to understand as necessary the organization of teaching situations that allow students to elaborate the concept of Relative Integer from the expansion of the set of Natural Numbers, its properties and the re-signification of Addition and Multiplication operations with these numbers. We conclude that reflecting on this teaching organization ended up being a means of developing pedagogical knowledge essential for the process of teaching and learning Relative Integer Numbers.Neste artigo são apresentados e analisados erros e dificuldades relatados por licenciandos de Matemática, de uma universidade pública paulista, sobre o conceito de Números Inteiros Relativos, a partir de suas vivências didático-pedagógicas nos estágios supervisionados realizados em escolas da Educação Básica. Os resultados encontrados subsidiam o desenvolvimento de uma pesquisa qualitativa na qual pressupomos que essa análise inicial se constitua uma referência para a elaboração de saberes docentes, relacionados ao processo de ensino e aprendizagem de NIR. A potencialidade dessa análise, para a elaboração de saberes docentes sobre Números Inteiros Relativos, tem origem em respostas a questões que se apresentam fundamentais para a elaboração desses saberes e que podem ser o caminho para a ressignificação das operações de Adição e Multiplicação, a partir das propriedades dos Números Naturais e dos Números Inteiros, bem como para a ciência da origem de regras sinais e de suas diferenciações em operações com esses últimos.Editora Cruzeiro do Sul2019-10-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/148210.26843/rencima.v10i5.1482Revista de Ensino de Ciências e Matemática; v. 10 n. 5 (2019): jul./set.; 318-3322179-426X10.26843/rencima.v10i5reponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/1482/1183https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessOliverira, Raquel Gomes de2023-04-21T02:22:52Zoai:ojs.pkp.sfu.ca:article/1482Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-21T02:22:52Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv A reference for the elaboration of teacher knowledge from the observation and reflection of difficulties and of errors about relative integer numbers
Uma referência para a elaboração de saberes docentes a partir da observação e da reflexão de dificuldades e de erros sobre números inteiros relativos
title A reference for the elaboration of teacher knowledge from the observation and reflection of difficulties and of errors about relative integer numbers
spellingShingle A reference for the elaboration of teacher knowledge from the observation and reflection of difficulties and of errors about relative integer numbers
Oliverira, Raquel Gomes de
Número inteiro relativo
Ensino e aprendizagem
Formação de professores de Matemática
Relative integer number
Teaching and learning
Mathematics teacher education
title_short A reference for the elaboration of teacher knowledge from the observation and reflection of difficulties and of errors about relative integer numbers
title_full A reference for the elaboration of teacher knowledge from the observation and reflection of difficulties and of errors about relative integer numbers
title_fullStr A reference for the elaboration of teacher knowledge from the observation and reflection of difficulties and of errors about relative integer numbers
title_full_unstemmed A reference for the elaboration of teacher knowledge from the observation and reflection of difficulties and of errors about relative integer numbers
title_sort A reference for the elaboration of teacher knowledge from the observation and reflection of difficulties and of errors about relative integer numbers
author Oliverira, Raquel Gomes de
author_facet Oliverira, Raquel Gomes de
author_role author
dc.contributor.author.fl_str_mv Oliverira, Raquel Gomes de
dc.subject.por.fl_str_mv Número inteiro relativo
Ensino e aprendizagem
Formação de professores de Matemática
Relative integer number
Teaching and learning
Mathematics teacher education
topic Número inteiro relativo
Ensino e aprendizagem
Formação de professores de Matemática
Relative integer number
Teaching and learning
Mathematics teacher education
description This article aims to present as graduating in Mathematics, from a public university in São Paulo, have been able to develop teacher knowledge for the process of teaching and learning of this concept, observing and reporting conceptual errors and difficulties on Relative Integer Numbers, from their didactic-pedagogical experiences in the student teaching. Thus, analyzing errors and difficulties, demonstrated by students of Basic Education on Relative Integer Numbers, was a fundamental action for future Mathematics teachers to understand as necessary the organization of teaching situations that allow students to elaborate the concept of Relative Integer from the expansion of the set of Natural Numbers, its properties and the re-signification of Addition and Multiplication operations with these numbers. We conclude that reflecting on this teaching organization ended up being a means of developing pedagogical knowledge essential for the process of teaching and learning Relative Integer Numbers.
publishDate 2019
dc.date.none.fl_str_mv 2019-10-07
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/1482
10.26843/rencima.v10i5.1482
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1482
identifier_str_mv 10.26843/rencima.v10i5.1482
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1482/1183
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. 10 n. 5 (2019): jul./set.; 318-332
2179-426X
10.26843/rencima.v10i5
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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