RESTRICTIONS ON MULTIPLICATION AND DIVISION INVOLVING THE ZERO: REFLECTIONS ON KNOWLEDGE OF LICENSING IN MATHEMATICS

Detalhes bibliográficos
Autor(a) principal: Eça, José Lucas Matias de
Data de Publicação: 2020
Outros Autores: Madruga, Zulma Elizabete de Freitas
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Reamec
Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/8957
Resumo: This article aims to investigate the understanding of future teachers of a Mathematics Degree course on the operative constraints on multiplication and division in which zero is involved. For this, semi-structured interviews were conducted with six possible graduates of a mathematics undergraduate course located in the State of Bahia. Methodologically, this work fits into the qualitative perspective. After analyzing the data, it was found that undergraduates in mathematics in the final phase of the course have difficulties to explain certain “whys” about arithmetic constraints of zero in multiplication and division operations. Thus, the need for the future mathematics teacher to better explore and appropriate this knowledge, even in initial education, considering its importance in the school context.
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spelling RESTRICTIONS ON MULTIPLICATION AND DIVISION INVOLVING THE ZERO: REFLECTIONS ON KNOWLEDGE OF LICENSING IN MATHEMATICS RESTRIÇÕES ARITMÉTICAS NA MULTIPLICAÇÃO E NA DIVISÃO ENVOLVENDO O ZERO: REFLEXÕES SOBRE OS CONHECIMENTOS DE LICENCIANDOS EM MATEMÁTICAAritméticaNúmero ZeroFormação inicialPercepções de estudantes.Initial formationZeroArithmetic proceduresWhy MathematiciansThis article aims to investigate the understanding of future teachers of a Mathematics Degree course on the operative constraints on multiplication and division in which zero is involved. For this, semi-structured interviews were conducted with six possible graduates of a mathematics undergraduate course located in the State of Bahia. Methodologically, this work fits into the qualitative perspective. After analyzing the data, it was found that undergraduates in mathematics in the final phase of the course have difficulties to explain certain “whys” about arithmetic constraints of zero in multiplication and division operations. Thus, the need for the future mathematics teacher to better explore and appropriate this knowledge, even in initial education, considering its importance in the school context.Este artigo objetiva investigar a compreensão de futuros docentes de um curso de Licenciatura em Matemática sobre as restrições operatórias na multiplicação e divisão nas quais o zero está envolvido. Para isso, foram realizadas entrevistas semiestruturadas com seis possíveis formandos de um curso de Licenciatura em Matemática, localizado no Estado da Bahia. Metodologicamente, este trabalho insere-se na perspectiva qualitativa. Constatou-se, após a análise dos dados, que os licenciandos em Matemática em fase final do curso apresentam dificuldades de explicar determinados “porquês” sobre as restrições aritméticas do zero nas operações da multiplicação e divisão. Vê-se, assim, que há a necessidade de o futuro professor de Matemática melhor explorar e se apropriar desse conhecimento, ainda na formação inicial, dada a sua importância no contexto escolar.Universidade Federal de Mato Grosso (UFMT)2020-07-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/ziphttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/895710.26571/reamec.v7i3.8957 REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 7 Núm. 3 (2019): Setembro a dezembro de 2019; 235-255REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 7 n. 3 (2019): Setembro a dezembro de 2019; 235-255REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 7 No. 3 (2019): Setembro a dezembro de 2019; 235-2552318-6674reponame:Revista Reamecinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMTporhttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/8957/pdfhttps://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/8957/8996https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/8957/8995https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/8957/8997https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/8957/8999https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/8957/8998Copyright (c) 2019 REAMEC - Rede Amazônica de Educação em Ciências e Matemáticahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessEça, José Lucas Matias deMadruga, Zulma Elizabete de Freitas2020-07-28T11:50:53Zoai:periodicoscientificos.ufmt.br:article/8957Revistahttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/indexPUBhttp://periodicoscientificos.ufmt.br/ojs/index.php/reamec/oairevistareamec@gmail.com||2318-66742318-6674opendoar:2020-07-28T11:50:53Revista Reamec - Universidade Federal de Mato Grosso (UFMT)false
dc.title.none.fl_str_mv RESTRICTIONS ON MULTIPLICATION AND DIVISION INVOLVING THE ZERO: REFLECTIONS ON KNOWLEDGE OF LICENSING IN MATHEMATICS
RESTRIÇÕES ARITMÉTICAS NA MULTIPLICAÇÃO E NA DIVISÃO ENVOLVENDO O ZERO: REFLEXÕES SOBRE OS CONHECIMENTOS DE LICENCIANDOS EM MATEMÁTICA
title RESTRICTIONS ON MULTIPLICATION AND DIVISION INVOLVING THE ZERO: REFLECTIONS ON KNOWLEDGE OF LICENSING IN MATHEMATICS
spellingShingle RESTRICTIONS ON MULTIPLICATION AND DIVISION INVOLVING THE ZERO: REFLECTIONS ON KNOWLEDGE OF LICENSING IN MATHEMATICS
Eça, José Lucas Matias de
Aritmética
Número Zero
Formação inicial
Percepções de estudantes.
Initial formation
Zero
Arithmetic procedures
Why Mathematicians
title_short RESTRICTIONS ON MULTIPLICATION AND DIVISION INVOLVING THE ZERO: REFLECTIONS ON KNOWLEDGE OF LICENSING IN MATHEMATICS
title_full RESTRICTIONS ON MULTIPLICATION AND DIVISION INVOLVING THE ZERO: REFLECTIONS ON KNOWLEDGE OF LICENSING IN MATHEMATICS
title_fullStr RESTRICTIONS ON MULTIPLICATION AND DIVISION INVOLVING THE ZERO: REFLECTIONS ON KNOWLEDGE OF LICENSING IN MATHEMATICS
title_full_unstemmed RESTRICTIONS ON MULTIPLICATION AND DIVISION INVOLVING THE ZERO: REFLECTIONS ON KNOWLEDGE OF LICENSING IN MATHEMATICS
title_sort RESTRICTIONS ON MULTIPLICATION AND DIVISION INVOLVING THE ZERO: REFLECTIONS ON KNOWLEDGE OF LICENSING IN MATHEMATICS
author Eça, José Lucas Matias de
author_facet Eça, José Lucas Matias de
Madruga, Zulma Elizabete de Freitas
author_role author
author2 Madruga, Zulma Elizabete de Freitas
author2_role author
dc.contributor.author.fl_str_mv Eça, José Lucas Matias de
Madruga, Zulma Elizabete de Freitas
dc.subject.por.fl_str_mv Aritmética
Número Zero
Formação inicial
Percepções de estudantes.
Initial formation
Zero
Arithmetic procedures
Why Mathematicians
topic Aritmética
Número Zero
Formação inicial
Percepções de estudantes.
Initial formation
Zero
Arithmetic procedures
Why Mathematicians
description This article aims to investigate the understanding of future teachers of a Mathematics Degree course on the operative constraints on multiplication and division in which zero is involved. For this, semi-structured interviews were conducted with six possible graduates of a mathematics undergraduate course located in the State of Bahia. Methodologically, this work fits into the qualitative perspective. After analyzing the data, it was found that undergraduates in mathematics in the final phase of the course have difficulties to explain certain “whys” about arithmetic constraints of zero in multiplication and division operations. Thus, the need for the future mathematics teacher to better explore and appropriate this knowledge, even in initial education, considering its importance in the school context.
publishDate 2020
dc.date.none.fl_str_mv 2020-07-21
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://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/8957
10.26571/reamec.v7i3.8957
url https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/8957
identifier_str_mv 10.26571/reamec.v7i3.8957
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/8957/pdf
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/8957/8996
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/8957/8995
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/8957/8997
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/8957/8999
https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/8957/8998
dc.rights.driver.fl_str_mv Copyright (c) 2019 REAMEC - Rede Amazônica de Educação em Ciências e Matemática
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 REAMEC - Rede Amazônica de Educação em Ciências e Matemática
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/zip
dc.publisher.none.fl_str_mv Universidade Federal de Mato Grosso (UFMT)
publisher.none.fl_str_mv Universidade Federal de Mato Grosso (UFMT)
dc.source.none.fl_str_mv REAMEC - Red Amazónica de Educación en Ciencias y Matemáticas; Vol. 7 Núm. 3 (2019): Setembro a dezembro de 2019; 235-255
REAMEC - Rede Amazônica de Educação em Ciências e Matemática; v. 7 n. 3 (2019): Setembro a dezembro de 2019; 235-255
REAMEC Journal - Amazonian Network of Mathematical Education; Vol. 7 No. 3 (2019): Setembro a dezembro de 2019; 235-255
2318-6674
reponame:Revista Reamec
instname:Universidade Federal de Mato Grosso (UFMT)
instacron:UFMT
instname_str Universidade Federal de Mato Grosso (UFMT)
instacron_str UFMT
institution UFMT
reponame_str Revista Reamec
collection Revista Reamec
repository.name.fl_str_mv Revista Reamec - Universidade Federal de Mato Grosso (UFMT)
repository.mail.fl_str_mv revistareamec@gmail.com||
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