Campo Conceitual Multiplicativo: Aprendendo com os argumentos dos alunos

• Autor(a) principal: Lagares, Rebeca Lugão de Lima Domingues
• Data de Publicação: 2022
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/20432
• topic: Conceptual Fields Theory; Multiplicative Structure; Measurement Products; Error Analysis; Diagnostic Test; Matemática - Estudo e ensino (Ensino fundamental); Multiplicação; Resolução de problemas (Matemática); Teoria dos Campos Conceituais; Estrutura Multiplicativa; Produtos de Medidas; Análise de Erros; Teste Diagnóstico; CIENCIAS EXATAS E DA TERRA::MATEMATICA

The main objective of the present research was to analyze the knowledge belonging to the product of measures axis, of the multiplicative conceptual field, presented by eighth grade students in solving problem situations involving the multiplicative structure. In the research, we set out to answer the following question: "What concepts pertaining to the axis of products of measures were acquired by a certain group of eighth-grade students after the moment of isolation by the Covid - 19 pandemic?" For this, we conducted a study with 36 students, belonging to a state and comprehensive school, with proximity to the largest, and most dangerous, community of the city of Curitiba. The theoretical foundation of the research relied on the Theory of Conceptual Fields proposed by Vergnaud ( 1983, 1990, 1994, 1996, 1998, 2009, 2019) and the studies of Magina (2008, 2013, 2014). We conducted the study supported in the exploratory research model allied to quantitative and qualitative approaches in the Case Study modality. We used as methodology the diagnostic test developed by Magina, Santos and Merlini (2014), Appendix A, which was applied by the researcher, regent of the observed class. As a result, we noticed that the isolation by Covid-19 is not the main reason for the regular performance of the subjects, since the concepts addressed in the diagnostic test should be worked since elementary school 1, or even in early childhood education. We also noticed that the product of measures axis, from the multiplicative conceptual field, from the problem solving perspective, is little explored in the early years of elementary school, by the analysis of the resolutions. Therefore, it is necessary to work with more intensity and intentionality the situations related to the product of measures axis, so that students can develop their knowledge about the subject with expertise, creating better elaborated concept schemes.