Investigating problem-solving strategies from the additive field

Detalhes bibliográficos
Autor(a) principal: Morioka, Julia Macedo de Oliveira
Data de Publicação: 2022
Outros Autores: Ribeiro, Rogério Marques
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revemop
Texto Completo: https://periodicos.ufop.br/revemop/article/view/6320
Resumo: This research is part of the Professional Master's Program in Science and Mathematics Teaching of the Federal Institute of Education, Science and Technology – Campus São Paulo. The objective of the study was to investigate and analyze the strategies for solving problem situations of the additive field, based on the proposal of a Hypothetical Learning Trajectory (THA), developed with a group of students in the third year of the Early Elementary School. Considering this view, qualitative research of the Pedagogical Intervention type was developed. The THA developed is based on a constructivist teaching perspective, considering the Theory of Conceptual Fields, especially the Additive Field, and with this study it was possible both to identify the variety of strategies for solving problem situations of the additive field, presented by a group of third year students of the early years, and to contribute to the understanding and learning of concepts of the additive field.
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spelling Investigating problem-solving strategies from the additive fieldInvestigar estrategias de resolución de problemas del campo aditivoInvestigando estratégias de resolução de situações-problema do campo aditivoHypothetical Learning TrajectoryEarly years of elementary schoolProblem SolvingAdditive StructuresRuta de aprendizaje hipotéticaLos primeros años de la Educación PrimariaCampos conceptualesResolución de problemasEstructuras aditivasTrajetória Hipotética de AprendizagemAnos IniciaisCampos ConceituaisResolução de ProblemasEstruturas AditivasThis research is part of the Professional Master's Program in Science and Mathematics Teaching of the Federal Institute of Education, Science and Technology – Campus São Paulo. The objective of the study was to investigate and analyze the strategies for solving problem situations of the additive field, based on the proposal of a Hypothetical Learning Trajectory (THA), developed with a group of students in the third year of the Early Elementary School. Considering this view, qualitative research of the Pedagogical Intervention type was developed. The THA developed is based on a constructivist teaching perspective, considering the Theory of Conceptual Fields, especially the Additive Field, and with this study it was possible both to identify the variety of strategies for solving problem situations of the additive field, presented by a group of third year students of the early years, and to contribute to the understanding and learning of concepts of the additive field.La presente investigación forma parte del Programa de Maestría Profesional en Enseñanza de Ciencias y Matemáticas del Instituto Federal de Educación Ciencia y Tecnología - Campus São Paulo. El objetivo del estudio fue indagar y analizar las estrategias de resolución de situaciones problemáticas del campo aditivo, a partir de la propuesta de una ruta hipotética de aprendizaje (THA), desarrollada con un grupo de estudiantes del tercer año del Nivel Inicial de Educación Primaria. Teniendo en cuenta este punto de vista, se desarrolló una investigación cualitativa de tipo Intervención Pedagógica. La THA desarrollada está en la perspectiva de una enseñanza constructivista, considerando la Teoría de los Campos Conceptuales, en especial el Campo Aditivo, y con este estudio fue posible tanto identificar la variedad de estrategias de resolución de situaciones problemáticas del campo aditivo, presentadas por un grupo de alumnos de tercer año de inicial, como contribuir a la comprensión y aprendizaje de conceptos del campo aditivo.A presente pesquisa insere-se no Programa de Mestrado Profissional em Ensino de Ciências e Matemática do Instituto Federal de Educação Ciência e Tecnologia - Campus São Paulo. O objetivo do estudo foi de investigar e analisar as estratégias de resolução de situações-problema do campo aditivo, a partir da proposta de uma trajetória hipotética de aprendizagem (THA), desenvolvida com um grupo de estudantes do terceiro ano dos Anos Iniciais do Ensino Fundamental. Considerando esse olhar, foi desenvolvida uma pesquisa qualitativa do tipo Intervenção Pedagógica. A THA desenvolvida encontra-se na perspectiva de um ensino construtivista, considerando a Teoria dos Campos Conceituais, em especial o Campo Aditivo, e com este estudo foi possível tanto identificar a variedade de estratégias de resolução de situações-problema do campo aditivo, apresentadas por um grupo de estudantes do terceiro ano dos Anos Iniciais, como contribuir para a compreensão e aprendizagem de conceitos do campo aditivo.Editora da UFOP2022-12-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufop.br/revemop/article/view/632010.33532/revemop.e202228Revemop; v. 4 (2022): Rolling Pass; e2022282596-0245reponame:Revemopinstname:Universidade Federal de Ouro Preto (UFOP)instacron:UFOPporhttps://periodicos.ufop.br/revemop/article/view/6320/5083Copyright (c) 2022 revemophttp://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccessMorioka, Julia Macedo de Oliveira Ribeiro, Rogério Marques2022-12-29T13:45:12Zoai:pp.www.periodicos.ufop.br:article/6320Revistahttps://periodicos.ufop.br/revemop/indexPUBhttps://periodicos.ufop.br/revemop/oairevemop@ufop.edu.br||2596-02452596-0245opendoar:2022-12-29T13:45:12Revemop - Universidade Federal de Ouro Preto (UFOP)false
dc.title.none.fl_str_mv Investigating problem-solving strategies from the additive field
Investigar estrategias de resolución de problemas del campo aditivo
Investigando estratégias de resolução de situações-problema do campo aditivo
title Investigating problem-solving strategies from the additive field
spellingShingle Investigating problem-solving strategies from the additive field
Morioka, Julia Macedo de Oliveira
Hypothetical Learning Trajectory
Early years of elementary school
Problem Solving
Additive Structures
Ruta de aprendizaje hipotética
Los primeros años de la Educación Primaria
Campos conceptuales
Resolución de problemas
Estructuras aditivas
Trajetória Hipotética de Aprendizagem
Anos Iniciais
Campos Conceituais
Resolução de Problemas
Estruturas Aditivas
title_short Investigating problem-solving strategies from the additive field
title_full Investigating problem-solving strategies from the additive field
title_fullStr Investigating problem-solving strategies from the additive field
title_full_unstemmed Investigating problem-solving strategies from the additive field
title_sort Investigating problem-solving strategies from the additive field
author Morioka, Julia Macedo de Oliveira
author_facet Morioka, Julia Macedo de Oliveira
Ribeiro, Rogério Marques
author_role author
author2 Ribeiro, Rogério Marques
author2_role author
dc.contributor.author.fl_str_mv Morioka, Julia Macedo de Oliveira
Ribeiro, Rogério Marques
dc.subject.por.fl_str_mv Hypothetical Learning Trajectory
Early years of elementary school
Problem Solving
Additive Structures
Ruta de aprendizaje hipotética
Los primeros años de la Educación Primaria
Campos conceptuales
Resolución de problemas
Estructuras aditivas
Trajetória Hipotética de Aprendizagem
Anos Iniciais
Campos Conceituais
Resolução de Problemas
Estruturas Aditivas
topic Hypothetical Learning Trajectory
Early years of elementary school
Problem Solving
Additive Structures
Ruta de aprendizaje hipotética
Los primeros años de la Educación Primaria
Campos conceptuales
Resolución de problemas
Estructuras aditivas
Trajetória Hipotética de Aprendizagem
Anos Iniciais
Campos Conceituais
Resolução de Problemas
Estruturas Aditivas
description This research is part of the Professional Master's Program in Science and Mathematics Teaching of the Federal Institute of Education, Science and Technology – Campus São Paulo. The objective of the study was to investigate and analyze the strategies for solving problem situations of the additive field, based on the proposal of a Hypothetical Learning Trajectory (THA), developed with a group of students in the third year of the Early Elementary School. Considering this view, qualitative research of the Pedagogical Intervention type was developed. The THA developed is based on a constructivist teaching perspective, considering the Theory of Conceptual Fields, especially the Additive Field, and with this study it was possible both to identify the variety of strategies for solving problem situations of the additive field, presented by a group of third year students of the early years, and to contribute to the understanding and learning of concepts of the additive field.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-29
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://periodicos.ufop.br/revemop/article/view/6320
10.33532/revemop.e202228
url https://periodicos.ufop.br/revemop/article/view/6320
identifier_str_mv 10.33532/revemop.e202228
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufop.br/revemop/article/view/6320/5083
dc.rights.driver.fl_str_mv Copyright (c) 2022 revemop
http://creativecommons.org/licenses/by-nc-sa/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 revemop
http://creativecommons.org/licenses/by-nc-sa/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da UFOP
publisher.none.fl_str_mv Editora da UFOP
dc.source.none.fl_str_mv Revemop; v. 4 (2022): Rolling Pass; e202228
2596-0245
reponame:Revemop
instname:Universidade Federal de Ouro Preto (UFOP)
instacron:UFOP
instname_str Universidade Federal de Ouro Preto (UFOP)
instacron_str UFOP
institution UFOP
reponame_str Revemop
collection Revemop
repository.name.fl_str_mv Revemop - Universidade Federal de Ouro Preto (UFOP)
repository.mail.fl_str_mv revemop@ufop.edu.br||
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