ELABORATION OF A POTENTIALLY MEANINGFUL MATERIAL: A HISTORICAL APPROACH TO THE TEACHING OF SQUARE ROOT

Detalhes bibliográficos
Autor(a) principal: visgueira cunha, angela maria
Data de Publicação: 2021
Outros Autores: da silva, josé Roberto
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação em Revista
Texto Completo: https://periodicos.ufmg.br/index.php/edrevista/article/view/25928
Resumo: This study, which proposes the elaboration of pedagogical material on the square root teaching to be experienced in the early years of elementary school, corresponds to an excerpt from a research carried out in the Master of Education at the University of Pernambuco. The History of Mathematics and Theory of Meaningful Learning, respectively, were adopted as epistemological and pedagogical contributions. The investigative path converged to the action research approach and in the scope of its phases, the previous knowledge of four teachers on Fundamental Operations (OF) was analyzed. It was observed little domain over mathematical goals and the meanings inherent in addition, subtraction, multiplication and division proposed over twenty years ago by the National Curriculum Parameters. Intending to contribute to the change in practice of these teachers regarding square root teaching, it was invested in the notion of a perfect square and in the Babylonian method to calculate the square root when there is not a perfect square, aiming that the material produced can be qualified as potentially significant.
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spelling ELABORATION OF A POTENTIALLY MEANINGFUL MATERIAL: A HISTORICAL APPROACH TO THE TEACHING OF SQUARE ROOTELABORACIÓN DE UN MATERIAL POTENCIALMENTE SIGNIFICATIVO: UN ENFOQUE HISTÓRICO PARA LA ENSEÑANZA DE LA RAÍZ CUADRADAELABORAÇÃO DE UM MATERIAL POTENCIALMENTE SIGNIFICATIVO: UMA ABORDAGEM HISTÓRICA PARA O ENSINO DE RAIZ QUADRADAEnsino fundamental anos iniciais; História da matemática; Aprendizagem significativa; Raiz Quadrada.Elementary school: early years; History of mathematics; Meaningful learning; Square root.Escuela primaria en los primeros años; Historia de las matemáticas; Aprendizaje significativo; Raíz cuadrada.This study, which proposes the elaboration of pedagogical material on the square root teaching to be experienced in the early years of elementary school, corresponds to an excerpt from a research carried out in the Master of Education at the University of Pernambuco. The History of Mathematics and Theory of Meaningful Learning, respectively, were adopted as epistemological and pedagogical contributions. The investigative path converged to the action research approach and in the scope of its phases, the previous knowledge of four teachers on Fundamental Operations (OF) was analyzed. It was observed little domain over mathematical goals and the meanings inherent in addition, subtraction, multiplication and division proposed over twenty years ago by the National Curriculum Parameters. Intending to contribute to the change in practice of these teachers regarding square root teaching, it was invested in the notion of a perfect square and in the Babylonian method to calculate the square root when there is not a perfect square, aiming that the material produced can be qualified as potentially significant.Este estudio que propone la elaboración de un material pedagógico sobre la enseñanza de la raíz cuadrada que se experimentará en los primeros años de la Educación Primaria corresponde a un extracto de una investigación realizada en la Maestría en Educación de la Universidad de Pernambuco. La historia de las matemáticas y la teoría del aprendizaje significativo, respectivamente, se adoptaron como contribuciones epistemológicas y pedagógicas. La ruta de investigación convergió con el enfoque de investigación de acción y en el alcance de sus fases, se analizó el conocimiento previo de cuatro docentes sobre Operaciones Fundamentales (OF). Había poco control sobre los objetivos matemáticos y los significados inherentes a la suma, resta, multiplicación y división propuestos hace más de veinte años por los Parámetros Curriculares Nacionales (PCNs). Con la intención de contribuir al cambio en la práctica de estos maestros sobre la enseñanza de raíz cuadrada, la noción de cuadrado perfecto y el método babilónico para calcular la raíz cuadrada se invirtieron cuando no hay un cuadrado perfecto, con el objetivo de que el material producido pueda calificarse como potencialmente significativo.Este estudo que propõe a elaboração de um material pedagógico sobre o ensino de raiz quadrada para ser vivenciado nos anos inicias do Ensino Fundamental corresponde a um recorte de uma pesquisa realizada no mestrado de educação da Universidade de Pernambuco. A História da Matemática e a Teoria da Aprendizagem Significativa, respectivamente, foram adotadas como aportes epistemológico e pedagógico. O percurso investigativo convergiu para abordagem da pesquisa-ação e no âmbito de suas fases foram analisados os conhecimentos prévios de quatro professores sobre as Operações Fundamentais (OF). Observaram-se pouco domínio sobre os objetivos de matemática e os significados inerentes a adição, a subtração, a multiplicação e a divisão propostos a mais de vinte anos pelos Parâmetros Curriculares Nacionais. Intencionando contribuir com a mudança na prática desses professores acerca do ensino de raiz quadrada se investiu na noção de quadrado perfeito e no método babilônico para o cálculo da raiz quadrada quando não se tem um quadrado perfeito almejando que o material produzido possa ser qualificado como potencialmente significativo.Educação em Revista 2021-12-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionPeer reviewedRevisado por paresAvaliado por Parestextoapplication/pdfhttps://periodicos.ufmg.br/index.php/edrevista/article/view/25928Educação em Revista ; v. 37 n. 1 (2021): Vol. 37 (2021)1982-66210102-4698reponame:Educação em Revistainstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/edrevista/article/view/25928/29123Copyright (c) 2021 Educação em Revista https://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessvisgueira cunha, angela maria da silva, josé Roberto 2023-05-29T13:08:43Zoai:periodicos.ufmg.br:article/25928Revistahttps://periodicos.ufmg.br/index.php/edrevistaPUBhttps://periodicos.ufmg.br/index.php/edrevista/oai||sergiocirino99@yahoo.com|| revista@fae.ufmg.br1982-66210102-4698opendoar:2023-05-29T13:08:43Educação em Revista - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv ELABORATION OF A POTENTIALLY MEANINGFUL MATERIAL: A HISTORICAL APPROACH TO THE TEACHING OF SQUARE ROOT
ELABORACIÓN DE UN MATERIAL POTENCIALMENTE SIGNIFICATIVO: UN ENFOQUE HISTÓRICO PARA LA ENSEÑANZA DE LA RAÍZ CUADRADA
ELABORAÇÃO DE UM MATERIAL POTENCIALMENTE SIGNIFICATIVO: UMA ABORDAGEM HISTÓRICA PARA O ENSINO DE RAIZ QUADRADA
title ELABORATION OF A POTENTIALLY MEANINGFUL MATERIAL: A HISTORICAL APPROACH TO THE TEACHING OF SQUARE ROOT
spellingShingle ELABORATION OF A POTENTIALLY MEANINGFUL MATERIAL: A HISTORICAL APPROACH TO THE TEACHING OF SQUARE ROOT
visgueira cunha, angela maria
Ensino fundamental anos iniciais; História da matemática; Aprendizagem significativa; Raiz Quadrada.
Elementary school: early years; History of mathematics; Meaningful learning; Square root.
Escuela primaria en los primeros años; Historia de las matemáticas; Aprendizaje significativo; Raíz cuadrada.
title_short ELABORATION OF A POTENTIALLY MEANINGFUL MATERIAL: A HISTORICAL APPROACH TO THE TEACHING OF SQUARE ROOT
title_full ELABORATION OF A POTENTIALLY MEANINGFUL MATERIAL: A HISTORICAL APPROACH TO THE TEACHING OF SQUARE ROOT
title_fullStr ELABORATION OF A POTENTIALLY MEANINGFUL MATERIAL: A HISTORICAL APPROACH TO THE TEACHING OF SQUARE ROOT
title_full_unstemmed ELABORATION OF A POTENTIALLY MEANINGFUL MATERIAL: A HISTORICAL APPROACH TO THE TEACHING OF SQUARE ROOT
title_sort ELABORATION OF A POTENTIALLY MEANINGFUL MATERIAL: A HISTORICAL APPROACH TO THE TEACHING OF SQUARE ROOT
author visgueira cunha, angela maria
author_facet visgueira cunha, angela maria
da silva, josé Roberto
author_role author
author2 da silva, josé Roberto
author2_role author
dc.contributor.author.fl_str_mv visgueira cunha, angela maria
da silva, josé Roberto
dc.subject.por.fl_str_mv Ensino fundamental anos iniciais; História da matemática; Aprendizagem significativa; Raiz Quadrada.
Elementary school: early years; History of mathematics; Meaningful learning; Square root.
Escuela primaria en los primeros años; Historia de las matemáticas; Aprendizaje significativo; Raíz cuadrada.
topic Ensino fundamental anos iniciais; História da matemática; Aprendizagem significativa; Raiz Quadrada.
Elementary school: early years; History of mathematics; Meaningful learning; Square root.
Escuela primaria en los primeros años; Historia de las matemáticas; Aprendizaje significativo; Raíz cuadrada.
description This study, which proposes the elaboration of pedagogical material on the square root teaching to be experienced in the early years of elementary school, corresponds to an excerpt from a research carried out in the Master of Education at the University of Pernambuco. The History of Mathematics and Theory of Meaningful Learning, respectively, were adopted as epistemological and pedagogical contributions. The investigative path converged to the action research approach and in the scope of its phases, the previous knowledge of four teachers on Fundamental Operations (OF) was analyzed. It was observed little domain over mathematical goals and the meanings inherent in addition, subtraction, multiplication and division proposed over twenty years ago by the National Curriculum Parameters. Intending to contribute to the change in practice of these teachers regarding square root teaching, it was invested in the notion of a perfect square and in the Babylonian method to calculate the square root when there is not a perfect square, aiming that the material produced can be qualified as potentially significant.
publishDate 2021
dc.date.none.fl_str_mv 2021-12-10
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Peer reviewed
Revisado por pares
Avaliado por Pares
texto
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/25928
url https://periodicos.ufmg.br/index.php/edrevista/article/view/25928
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/edrevista/article/view/25928/29123
dc.rights.driver.fl_str_mv Copyright (c) 2021 Educação em Revista
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Educação em Revista
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Educação em Revista
publisher.none.fl_str_mv Educação em Revista
dc.source.none.fl_str_mv Educação em Revista ; v. 37 n. 1 (2021): Vol. 37 (2021)
1982-6621
0102-4698
reponame:Educação em Revista
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Educação em Revista
collection Educação em Revista
repository.name.fl_str_mv Educação em Revista - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv ||sergiocirino99@yahoo.com|| revista@fae.ufmg.br
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