Analysis of Elementary School students’ algebraic perceptions and procedures
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Data de Publicação: | 2012 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Práxis Educativa (Online) |
Texto Completo: | https://revistas.uepg.br/index.php/praxiseducativa/article/view/3379 |
Resumo: | This study aims to verify how students in elementary school see themselves in relation to mathematics and, at the same time, analyze the procedures used to solve algebraic tasks. These students in the 8th year of elementary school, and first and third years of high school, from two State schools in Passo Fundo/RS, answered a questionnaire about their own perceptions of the mathematics lessons, the subject mathematics and algebraic content. The analysis was based mainly on authors from the mathematical education and the historic-cultural psychology areas. It was verified that even among students who claimed to be happy with the idea of having mathematics classes several presented learning difficulties regarding algebraic contents, revealed by the procedures employed. It was concluded that it is necessary to design proposals with didactic sequences, mathematically and pedagogically based, which can efficiently optimize the appropriation of meaning from the concepts approached and their application in different situations. Keywords: Basic education. Students’ perceptions. Algebraic procedures. |
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Analysis of Elementary School students’ algebraic perceptions and proceduresAnálise de percepções e procedimentos algébricos de estudantes da Educação BásicaThis study aims to verify how students in elementary school see themselves in relation to mathematics and, at the same time, analyze the procedures used to solve algebraic tasks. These students in the 8th year of elementary school, and first and third years of high school, from two State schools in Passo Fundo/RS, answered a questionnaire about their own perceptions of the mathematics lessons, the subject mathematics and algebraic content. The analysis was based mainly on authors from the mathematical education and the historic-cultural psychology areas. It was verified that even among students who claimed to be happy with the idea of having mathematics classes several presented learning difficulties regarding algebraic contents, revealed by the procedures employed. It was concluded that it is necessary to design proposals with didactic sequences, mathematically and pedagogically based, which can efficiently optimize the appropriation of meaning from the concepts approached and their application in different situations. Keywords: Basic education. Students’ perceptions. Algebraic procedures.Essa pesquisa objetiva verificar como estudantes da Educação Básica se percebem em relação à matemática e, ao mesmo tempo, analisar os procedimentos utilizados para resolver questões algébricas. Os sujeitos, estudantes de 8ª série do Ensino Fundamental, 1º e 3º anos do Ensino Médio, de duas escolas públicas de Passo Fundo/RS, responderam a um instrumento contendo questões relacionadas à sua própria percepção das aulas da disciplina, à matemática e a conteúdos algébricos. A análise foi baseada principalmente em autores das áreas da Educação Matemática e da psicologia histórico-cultural. Verificamos que, mesmo entre os estudantes que afirmaram sentirem-se alegres ou felizes com a ideia de terem uma aula de matemática, muitos apresentaram dificuldades de aprendizagem de conteúdos algébricos, reveladas pelos procedimentos utilizados. Concluímos que é necessário elaborar propostas com sequências didáticas, fundamentadas matemática e pedagogicamente, que efetivamente potencializem a apropriação de significados dos conceitos abordados e a sua aplicação em diferentes situações. Palavras-chave: Educação Básica. Percepções de estudantes. Procedimentos algébricos.Universidade Estadual de Ponta Grossa2012-12-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/337910.5212/PraxEduc.v.7i2.0005Práxis Educativa; Vol. 7 No. 2 (2012): Dossiê: Educação Matemática; 397-420Práxis Educativa; Vol. 7 Núm. 2 (2012): Dossiê: Educação Matemática; 397-420Práxis Educativa; V. 7 N. 2 (2012): Dossiê: Educação Matemática; 397-420Práxis Educativa; v. 7 n. 2 (2012): Dossiê: Educação Matemática; 397-4201809-43091809-403110.5212/PraxEduc.v.7i2reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/3379/3215Grando, Neiva IgnêsMarasini, Sandra Marainfo:eu-repo/semantics/openAccess2020-04-03T18:05:29Zoai:uepg.br:article/3379Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-03T18:05:29Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.none.fl_str_mv |
Analysis of Elementary School students’ algebraic perceptions and procedures Análise de percepções e procedimentos algébricos de estudantes da Educação Básica |
title |
Analysis of Elementary School students’ algebraic perceptions and procedures |
spellingShingle |
Analysis of Elementary School students’ algebraic perceptions and procedures Grando, Neiva Ignês |
title_short |
Analysis of Elementary School students’ algebraic perceptions and procedures |
title_full |
Analysis of Elementary School students’ algebraic perceptions and procedures |
title_fullStr |
Analysis of Elementary School students’ algebraic perceptions and procedures |
title_full_unstemmed |
Analysis of Elementary School students’ algebraic perceptions and procedures |
title_sort |
Analysis of Elementary School students’ algebraic perceptions and procedures |
author |
Grando, Neiva Ignês |
author_facet |
Grando, Neiva Ignês Marasini, Sandra Mara |
author_role |
author |
author2 |
Marasini, Sandra Mara |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Grando, Neiva Ignês Marasini, Sandra Mara |
description |
This study aims to verify how students in elementary school see themselves in relation to mathematics and, at the same time, analyze the procedures used to solve algebraic tasks. These students in the 8th year of elementary school, and first and third years of high school, from two State schools in Passo Fundo/RS, answered a questionnaire about their own perceptions of the mathematics lessons, the subject mathematics and algebraic content. The analysis was based mainly on authors from the mathematical education and the historic-cultural psychology areas. It was verified that even among students who claimed to be happy with the idea of having mathematics classes several presented learning difficulties regarding algebraic contents, revealed by the procedures employed. It was concluded that it is necessary to design proposals with didactic sequences, mathematically and pedagogically based, which can efficiently optimize the appropriation of meaning from the concepts approached and their application in different situations. Keywords: Basic education. Students’ perceptions. Algebraic procedures. |
publishDate |
2012 |
dc.date.none.fl_str_mv |
2012-12-04 |
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://revistas.uepg.br/index.php/praxiseducativa/article/view/3379 10.5212/PraxEduc.v.7i2.0005 |
url |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/3379 |
identifier_str_mv |
10.5212/PraxEduc.v.7i2.0005 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/3379/3215 |
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 Ponta Grossa |
publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
dc.source.none.fl_str_mv |
Práxis Educativa; Vol. 7 No. 2 (2012): Dossiê: Educação Matemática; 397-420 Práxis Educativa; Vol. 7 Núm. 2 (2012): Dossiê: Educação Matemática; 397-420 Práxis Educativa; V. 7 N. 2 (2012): Dossiê: Educação Matemática; 397-420 Práxis Educativa; v. 7 n. 2 (2012): Dossiê: Educação Matemática; 397-420 1809-4309 1809-4031 10.5212/PraxEduc.v.7i2 reponame:Práxis Educativa (Online) instname:Universidade Estadual de Ponta Grossa (UEPG) instacron:UEPG |
instname_str |
Universidade Estadual de Ponta Grossa (UEPG) |
instacron_str |
UEPG |
institution |
UEPG |
reponame_str |
Práxis Educativa (Online) |
collection |
Práxis Educativa (Online) |
repository.name.fl_str_mv |
Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
repository.mail.fl_str_mv |
praxiseducativa@uepg.br||praxiseducativa@uepg.br |
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