Campo Multiplicativo: Um Estudo Diagnóstico de Aprendizagem

• Autor(a) principal: Melo, Janine Oliveira
• Data de Publicação: 2018
• 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/1/10269
• topic: Conceptual Field Theory; Multiplicative Field; Problem Solving; Elementary Education; Teoria dos Campos Conceituais; Campo Multiplicativo; Resolução de Problemas; Ensino Fundamental; Produto de Medidas; Aritmética; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This research aimed to diagnose and analyze the knowledge of the multiplicative field presented by students of the 6th year in the resolution of problem situations that involve multiplicative structures. In the dissertation, we have as a research question: "What knowledge regarding the Multiplicative Field, the students who attend the 6th year of Elementary Education, used during the resolution of problem situations. To that end, our research scenario was Miguel Couto State College, a public state school part of the network of Rio de Janeiro, located in a suburb of Duque de Caxias, the subjects were a 6th grade class with 37 students with average age Of 12 years. Our theoretical contributions are the studies of Gerard Vergnaud (1983, 1988, 1990, 1991, 1998, 2009, 2011, 2012) on Conceptual Field Theory, that led us to the studies of Magina, Santos and Merlini (2016) , Which categorized and classified the Conceptual Field of Multiplicative Structures, object of study of our research. The research has a qualitative approach in the case study modality, since we will analyze the answers obtained in a test given the subjects of this research. We used as acording methodology a diagnostic test formulated from to the studies of Magina, Santos and Merlini, and applied by the researcher in the observed group, besides a field diary, where it was possible to record the behavior of the subjects surveyed during this research. As a result, we have pointed out that the multiplicative conceptual field in a problem-solving perspective is presented only as a sum of repeated parcels or successive subtractions, going against what Vergnaud declares as a multiplicative conceptual field.