RESTRICTIONS ON MULTIPLICATION AND DIVISION INVOLVING THE ZERO: REFLECTIONS ON KNOWLEDGE OF LICENSING IN MATHEMATICS
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | |
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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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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