A Fundamental Principle of Counting: fifth grade students building combinatorial reasoning

Detalhes bibliográficos
Autor(a) principal: Pereira, José Fernando Fernandes
Data de Publicação: 2016
Outros Autores: Curi, Edda
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/1147
Resumo: The purpose of this article is to identify how the children of fifth grade in a state public school transit by situation-problem involving the combinatorial reasoning. For this purpose, activities sequences were implemented so that we could evaluate them. The adopted methodology is documentary analysis that researches students’ protocols, seeking their routing traces and categorizing those resolutions focusing the results that could or could not allow reevaluations of our method. The theoretical framework on what our work relies is The Theory of Conceptual Fields by Gérard Vergnaud. Besides contributing to an upgrading of mathematics practice of this group of students, our proposal strengthens the involved teacher professional development. This research is granted by Coordenação de Aperfeiçoamento do Pessoal de Nível Superior – CAPES.
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spelling A Fundamental Principle of Counting: fifth grade students building combinatorial reasoningO Princípio Fundamental da Contagem: alunos de quinto ano construindo o raciocínio combinatórioEducação MatemáticaEnsino FundamentalCampo MultiplicativoRaciocínio CombinatórioPrincípio Fundamental da ContagemMathematics EducationElementary EducationMultiplicative FieldCombinatory ReasoningFundamental Principle of CountingThe purpose of this article is to identify how the children of fifth grade in a state public school transit by situation-problem involving the combinatorial reasoning. For this purpose, activities sequences were implemented so that we could evaluate them. The adopted methodology is documentary analysis that researches students’ protocols, seeking their routing traces and categorizing those resolutions focusing the results that could or could not allow reevaluations of our method. The theoretical framework on what our work relies is The Theory of Conceptual Fields by Gérard Vergnaud. Besides contributing to an upgrading of mathematics practice of this group of students, our proposal strengthens the involved teacher professional development. This research is granted by Coordenação de Aperfeiçoamento do Pessoal de Nível Superior – CAPES. É propósito deste artigo, identificar como as crianças de uma classe de quinto ano, de uma escola da rede pública estadual, transitam por situações-problema que envolvem o raciocínio combinatório. Para tanto, foram implementadas sequências de atividades que nos permitissem essa avaliação. A metodologia utilizada é de análise documental, por meio de pesquisa nos protocolos dos alunos, buscando vestígios de seus encaminhamentos e categorizando essas resoluções com o propósito de inferir resultados que nos indicassem reavaliar, ou não, nossa abordagem. O referencial teórico que sustenta o trabalho é a Teoria dos Campos Conceituais de Gérard Vergnaud. Além de contribuir para a melhoria da qualidade do ensino de matemática nessa turma, nossa proposta consolida o desenvolvimento profissional da professora envolvida. Esta pesquisa tem financiamento da Coordenação de Aperfeiçoamento do Pessoal de Nível Superior – CAPES. Editora Cruzeiro do Sul2016-06-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/114710.26843/rencima.v7i2.1147Revista de Ensino de Ciências e Matemática; v. 7 n. 2 (2016): abr./jun.; 39-512179-426X10.26843/rencima.v7i2reponame:Revista de Ensino de Ciências e Matemática - REnCiMainstname:Universidade de Caxias do Sul (UCS)instacron:UCSporhttps://revistapos.cruzeirodosul.edu.br/rencima/article/view/1147/819https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessPereira, José Fernando FernandesCuri, Edda2023-04-20T21:56:50Zoai:ojs.pkp.sfu.ca:article/1147Revistahttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/indexPRIhttps://revistapos.cruzeirodosul.edu.br/index.php/rencima/oai||rencima@cruzeirodosul.edu.br2179-426X2179-426Xopendoar:2023-04-20T21:56:50Revista de Ensino de Ciências e Matemática - REnCiMa - Universidade de Caxias do Sul (UCS)false
dc.title.none.fl_str_mv A Fundamental Principle of Counting: fifth grade students building combinatorial reasoning
O Princípio Fundamental da Contagem: alunos de quinto ano construindo o raciocínio combinatório
title A Fundamental Principle of Counting: fifth grade students building combinatorial reasoning
spellingShingle A Fundamental Principle of Counting: fifth grade students building combinatorial reasoning
Pereira, José Fernando Fernandes
Educação Matemática
Ensino Fundamental
Campo Multiplicativo
Raciocínio Combinatório
Princípio Fundamental da Contagem
Mathematics Education
Elementary Education
Multiplicative Field
Combinatory Reasoning
Fundamental Principle of Counting
title_short A Fundamental Principle of Counting: fifth grade students building combinatorial reasoning
title_full A Fundamental Principle of Counting: fifth grade students building combinatorial reasoning
title_fullStr A Fundamental Principle of Counting: fifth grade students building combinatorial reasoning
title_full_unstemmed A Fundamental Principle of Counting: fifth grade students building combinatorial reasoning
title_sort A Fundamental Principle of Counting: fifth grade students building combinatorial reasoning
author Pereira, José Fernando Fernandes
author_facet Pereira, José Fernando Fernandes
Curi, Edda
author_role author
author2 Curi, Edda
author2_role author
dc.contributor.author.fl_str_mv Pereira, José Fernando Fernandes
Curi, Edda
dc.subject.por.fl_str_mv Educação Matemática
Ensino Fundamental
Campo Multiplicativo
Raciocínio Combinatório
Princípio Fundamental da Contagem
Mathematics Education
Elementary Education
Multiplicative Field
Combinatory Reasoning
Fundamental Principle of Counting
topic Educação Matemática
Ensino Fundamental
Campo Multiplicativo
Raciocínio Combinatório
Princípio Fundamental da Contagem
Mathematics Education
Elementary Education
Multiplicative Field
Combinatory Reasoning
Fundamental Principle of Counting
description The purpose of this article is to identify how the children of fifth grade in a state public school transit by situation-problem involving the combinatorial reasoning. For this purpose, activities sequences were implemented so that we could evaluate them. The adopted methodology is documentary analysis that researches students’ protocols, seeking their routing traces and categorizing those resolutions focusing the results that could or could not allow reevaluations of our method. The theoretical framework on what our work relies is The Theory of Conceptual Fields by Gérard Vergnaud. Besides contributing to an upgrading of mathematics practice of this group of students, our proposal strengthens the involved teacher professional development. This research is granted by Coordenação de Aperfeiçoamento do Pessoal de Nível Superior – CAPES.
publishDate 2016
dc.date.none.fl_str_mv 2016-06-28
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/1147
10.26843/rencima.v7i2.1147
url https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1147
identifier_str_mv 10.26843/rencima.v7i2.1147
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1147/819
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. 7 n. 2 (2016): abr./jun.; 39-51
2179-426X
10.26843/rencima.v7i2
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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