STRATEGIES FOR RESOLUTION OF MENTAL CALCULATIONS AND LEVELS CONSTRUCTION ARITHMETIC OPERATIONS
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Teoria e Prática da Educação (Online) |
Texto Completo: | https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18489 |
Resumo: | This research examined the strategies for solving mental arithmetic additions and subtractions in students who attended the third and fifth grade on. Furthermore, based on constructivism of Jean Piaget identified levels of construction of the arithmetic operations, in situations involving equalization of quantities and construction of differences (interdependencies between additions and subtractions), which allowed then to examine relationships between the strategies of resolution calculations and levels of construction of the arithmetic operations. The participants in this study were students from state and municipal schools of the city of Toledo-PR, totaling twenty students from third grade and twenty fifth graders. After a qualitative and quantitative data, we could say the correlation between the resolution of mental calculations and levels of construction operations of addition and subtraction. Thus, students who had higher levels of test Piaget, achieved a better score in the resolutions and the use of more elaborate strategies. These results were identified as independent of the number of students and dependents of cognitive levels. Ends with the educational implications of the study that seeks to rescue the importance of mental calculation, a fact not sufficiently appreciated in the curricular proposals in western Paraná. |
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STRATEGIES FOR RESOLUTION OF MENTAL CALCULATIONS AND LEVELS CONSTRUCTION ARITHMETIC OPERATIONSESTRATÉGIAS DE RESOLUÇÃO DE CÁLCULOS MENTAIS E OS NÍVEIS DE CONSTRUÇÃO DAS OPERAÇÕES ARITMÉTICASMental calculationConstructivismAdditionSubtractionCálculo mentalConstrutivismoAdiçãoSubtraçãoThis research examined the strategies for solving mental arithmetic additions and subtractions in students who attended the third and fifth grade on. Furthermore, based on constructivism of Jean Piaget identified levels of construction of the arithmetic operations, in situations involving equalization of quantities and construction of differences (interdependencies between additions and subtractions), which allowed then to examine relationships between the strategies of resolution calculations and levels of construction of the arithmetic operations. The participants in this study were students from state and municipal schools of the city of Toledo-PR, totaling twenty students from third grade and twenty fifth graders. After a qualitative and quantitative data, we could say the correlation between the resolution of mental calculations and levels of construction operations of addition and subtraction. Thus, students who had higher levels of test Piaget, achieved a better score in the resolutions and the use of more elaborate strategies. These results were identified as independent of the number of students and dependents of cognitive levels. Ends with the educational implications of the study that seeks to rescue the importance of mental calculation, a fact not sufficiently appreciated in the curricular proposals in western Paraná.A presente pesquisa analisou as estratégias de resolução de cálculos mentais de adições e de subtrações, em estudantes que cursavam a terceira e a quinta série do Ensino Fundamental. Além disso, fundamentada no construtivismo de Jean Piaget, identificou níveis de construção das operações aritméticas, em situações que envolviam igualação de quantidades e construção de diferenças (interdependências entre adições e subtrações), o que possibilitou, então, verificar as relações entre as estratégias de resolução de cálculos e os níveis de construção das operações aritméticas. Os participantes desta pesquisa foram estudantes de escolas municipais e estaduais da cidade de Toledo-PR, totalizando vinte alunos da terceira série e vinte alunos da quinta série. Após a análise qualitativa e quantitativa dos dados, pode-se afirmar a correlação entre a resolução dos cálculos mentais e os níveis de construção das operações de adição e subtração. Assim, os estudantes que apresentaram níveis mais avançados nas provas piagetianas, alcançaram mais acertos nas resoluções e o uso de estratégias mais elaboradas. Tais resultados foram identificados como independentes da série dos estudantes e dependentes dos níveis cognitivos. Finaliza-se com as implicações educacionais do estudo que visa resgatar a importância do cálculo mental, fato pouco considerado em propostas curriculares do oeste do Paraná.Universidade Estadual de Maringá2012-09-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/1848910.4025/tpe.v14i3.18489Teoria e Prática da Educação; v. 14 n. 3 (2011); 67-762237-87071415-837Xreponame:Teoria e Prática da Educação (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18489/9643Bariccatti, Karen Hyelmager GongoraBrenelli, Rosely Palermoinfo:eu-repo/semantics/openAccess2023-01-12T13:53:59Zoai:periodicos.uem.br/ojs:article/18489Revistahttps://periodicos.uem.br/ojs/index.php/TeorPratEducPUBhttps://periodicos.uem.br/ojs/index.php/TeorPratEduc/oaiteoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com2237-87071415-837xopendoar:2023-01-12T10:59:24.832789Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM)true |
dc.title.none.fl_str_mv |
STRATEGIES FOR RESOLUTION OF MENTAL CALCULATIONS AND LEVELS CONSTRUCTION ARITHMETIC OPERATIONS ESTRATÉGIAS DE RESOLUÇÃO DE CÁLCULOS MENTAIS E OS NÍVEIS DE CONSTRUÇÃO DAS OPERAÇÕES ARITMÉTICAS |
title |
STRATEGIES FOR RESOLUTION OF MENTAL CALCULATIONS AND LEVELS CONSTRUCTION ARITHMETIC OPERATIONS |
spellingShingle |
STRATEGIES FOR RESOLUTION OF MENTAL CALCULATIONS AND LEVELS CONSTRUCTION ARITHMETIC OPERATIONS Bariccatti, Karen Hyelmager Gongora Mental calculation Constructivism Addition Subtraction Cálculo mental Construtivismo Adição Subtração |
title_short |
STRATEGIES FOR RESOLUTION OF MENTAL CALCULATIONS AND LEVELS CONSTRUCTION ARITHMETIC OPERATIONS |
title_full |
STRATEGIES FOR RESOLUTION OF MENTAL CALCULATIONS AND LEVELS CONSTRUCTION ARITHMETIC OPERATIONS |
title_fullStr |
STRATEGIES FOR RESOLUTION OF MENTAL CALCULATIONS AND LEVELS CONSTRUCTION ARITHMETIC OPERATIONS |
title_full_unstemmed |
STRATEGIES FOR RESOLUTION OF MENTAL CALCULATIONS AND LEVELS CONSTRUCTION ARITHMETIC OPERATIONS |
title_sort |
STRATEGIES FOR RESOLUTION OF MENTAL CALCULATIONS AND LEVELS CONSTRUCTION ARITHMETIC OPERATIONS |
author |
Bariccatti, Karen Hyelmager Gongora |
author_facet |
Bariccatti, Karen Hyelmager Gongora Brenelli, Rosely Palermo |
author_role |
author |
author2 |
Brenelli, Rosely Palermo |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Bariccatti, Karen Hyelmager Gongora Brenelli, Rosely Palermo |
dc.subject.por.fl_str_mv |
Mental calculation Constructivism Addition Subtraction Cálculo mental Construtivismo Adição Subtração |
topic |
Mental calculation Constructivism Addition Subtraction Cálculo mental Construtivismo Adição Subtração |
description |
This research examined the strategies for solving mental arithmetic additions and subtractions in students who attended the third and fifth grade on. Furthermore, based on constructivism of Jean Piaget identified levels of construction of the arithmetic operations, in situations involving equalization of quantities and construction of differences (interdependencies between additions and subtractions), which allowed then to examine relationships between the strategies of resolution calculations and levels of construction of the arithmetic operations. The participants in this study were students from state and municipal schools of the city of Toledo-PR, totaling twenty students from third grade and twenty fifth graders. After a qualitative and quantitative data, we could say the correlation between the resolution of mental calculations and levels of construction operations of addition and subtraction. Thus, students who had higher levels of test Piaget, achieved a better score in the resolutions and the use of more elaborate strategies. These results were identified as independent of the number of students and dependents of cognitive levels. Ends with the educational implications of the study that seeks to rescue the importance of mental calculation, a fact not sufficiently appreciated in the curricular proposals in western Paraná. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-09-01 |
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://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18489 10.4025/tpe.v14i3.18489 |
url |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18489 |
identifier_str_mv |
10.4025/tpe.v14i3.18489 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.uem.br/ojs/index.php/TeorPratEduc/article/view/18489/9643 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
publisher.none.fl_str_mv |
Universidade Estadual de Maringá |
dc.source.none.fl_str_mv |
Teoria e Prática da Educação; v. 14 n. 3 (2011); 67-76 2237-8707 1415-837X reponame:Teoria e Prática da Educação (Online) instname:Universidade Estadual de Maringá (UEM) instacron:UEM |
instname_str |
Universidade Estadual de Maringá (UEM) |
instacron_str |
UEM |
institution |
UEM |
reponame_str |
Teoria e Prática da Educação (Online) |
collection |
Teoria e Prática da Educação (Online) |
repository.name.fl_str_mv |
Teoria e Prática da Educação (Online) - Universidade Estadual de Maringá (UEM) |
repository.mail.fl_str_mv |
teoriaepraticadaeducacao@gmail.com || teoriaepraticadaeducacao@gmail.com |
_version_ |
1792207156508884992 |