Estimativa numérica e desempenho aritmético
| Autor(a) principal: | |
|---|---|
| Data de Publicação: | 2020 |
| Outros Autores: | |
| Tipo de documento: | Artigo |
| Idioma: | por |
| Título da fonte: | Amazônia (Universidade Federal do Pará. Online) |
| Texto Completo: | https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/8460 |
Resumo: | O presente estudo relacionou a precisão da estimativa numérica em dois testes de desempenho em estimativa numérica: o Teste de Estimativa Numérica de Quantidades (TENQ) e o Teste de Estimativa na Reta Numérica (TERN), com o desempenho em um teste padronizado de aritmética (TDE), em estudantes do 5o e 6o ano escolar, de uma escola pública e outra particular de Porto Alegre/RS. O principal objetivo desse estudo foi verificar se o desempenho em diferentes tarefas de estimativa numérica está relacionado ao desempenho aritmético desses estudantes. Os dados indicam que o desempenho aritmético apresentou correlação de moderada a forte com o desempenho em estimativa, em ambas as tarefas, quando considerado o intervalo numérico de 0 a 100. Esse resultado indicou que conhecimentos aritméticos possam estar relacionados, de alguma forma, à habilidade em realizar estimativas. |
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Estimativa numérica e desempenho aritméticoNumerical estimation and arithmetic performanceestimativa numérica de quantidades; estimativa na reta numérica; desempenho aritmético.numerosity; number line estimation; arithmetic performanceO presente estudo relacionou a precisão da estimativa numérica em dois testes de desempenho em estimativa numérica: o Teste de Estimativa Numérica de Quantidades (TENQ) e o Teste de Estimativa na Reta Numérica (TERN), com o desempenho em um teste padronizado de aritmética (TDE), em estudantes do 5o e 6o ano escolar, de uma escola pública e outra particular de Porto Alegre/RS. O principal objetivo desse estudo foi verificar se o desempenho em diferentes tarefas de estimativa numérica está relacionado ao desempenho aritmético desses estudantes. Os dados indicam que o desempenho aritmético apresentou correlação de moderada a forte com o desempenho em estimativa, em ambas as tarefas, quando considerado o intervalo numérico de 0 a 100. Esse resultado indicou que conhecimentos aritméticos possam estar relacionados, de alguma forma, à habilidade em realizar estimativas.The present study correlated the accuracy of the number estimation in two number estimation tests: the Numerosity Test (TENQ) and the Number Line Estimation Test (TERN), with the performance in a standardized arithmetic test (TDE), in students of the 5th-6th grade of public and private school in Porto Alegre / RS. The main objective of this study was to verify if the performance in different tasks of numer estimation is related to the arithmetic performance of these students. The data indicate that the arithmetic performance presented a moderate to strong correlation with the performance in estimation in both tasks when considering the 0-100 numerical interval. This result indicated that arithmetical knowledge may be related, in some way, to the estimative ability.Universidade Federal do ParáIFRSIFRSDuro, Mariana LimaDorneles, Beatriz Vargas2020-12-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufpa.br/index.php/revistaamazonia/article/view/846010.18542/amazrecm.v16i37.8460Amazônia: Revista de Educação em Ciências e Matemáticas; v. 16, n. 37 (2020); 106-118Amazônia - Journal of Science and Mathematics Education; v. 16, n. 37 (2020); 106-1182317-51251980-5128reponame:Amazônia (Universidade Federal do Pará. Online)instname:Universidade Federal do Pará (UFPA)instacron:UFPAporhttps://periodicos.ufpa.br/index.php/revistaamazonia/article/view/8460/6692/*ref*/AZEVEDO, Maria Manuela Duarte de Oliveria. A aprendizagem da Estimação Matemática: um estudo no 2o ciclo. Dissertação de Mestrado. Lisboa: Universidade Nova de Lisboa, 1996./*ref*/BARTH, Hilary; PALADINO, Annie. The Development of Numerical Estimation: Evidence Against a Representational Shift. Developmental Science, 14, p. 125- 135, 2011./*ref*/BERTELETTI, Ilaria. et al. Numerical Estimation in Preschoolers. Developmental Psychology, 46 (2), p.545–551, 2010./*ref*/BOOTH, Julie; SIEGLER, Robert. Developmental and Individual Differences in Pure Numerical Estimation. Developmental Psychology, 41, p. 189–201, 2006./*ref*/BOOTH, Julie; SIEGLER, Robert. Numerical Magnitude Representations Influence Arithmetic Learning. Child Development, 79 (4), p.1016 – 1031, 2008./*ref*/DACKERMANN, Tanja. et al. An Integration of Competing Accounts on Children’s Number Line Estimation. Frontiers in Psychology, v. 6, n. 884, 2015./*ref*/DEHAENE, Stanisla. et al. Log or Linear? Distinct Intuitions of the Number Scale in Western and Amazonian Indigene Cultures. Stanislas Science, 320, p. 1217, 2008./*ref*/DEHAENE, Stanislas. The Number Sense: How the mind creates mathematics. New York: Oxford University Press, 1997./*ref*/DORNELES, Beatriz Vargas. et al. Number Estimation in Children: an assessment study with number line estimation and numerosity tasks. In Congress of the European Society for Research in Mathematics Education (CERME), 10., 2017, Dublin City University, 2017./*ref*/EBERSBACH, Mirjam. et al. The Relationship Between the Shape?of the Mental Number Line and Familiarity with Numbers in 5- to 9-year old children: evidence for a segmented linear model. Journal of Experimental Child Psychology, 99, p.1–17, 2008./*ref*/EBERSBACH, Mirjam; LUWEL, Koen; VERSCHAFFEL, Lieven. The Relationship Between Children’s Familiarity with Numbers and Their Performance in Bounded and Unbounded Number Line Estimations. Mathematical Thinking and Learning, 17:2-3, p.136-154, 2015./*ref*/GANDINI, Delphine; LEMAIRE, Patrick; DUFAU, Stéphane. Older and Younger Adults’ Strategies in Approximate Quantification. Acta Psychologica, 129, p.175–189, 2008./*ref*/GIBBON, John; CHURCH, Russell. M. Time Left:?Linear Versus Logarithmic Subjective Time. Journal of Experimental Psychology: Animal Behavior Processes, 7(2), p.87-108, 1981./*ref*/GILMORE, Camilla; MCCARTHY, Shannon; SPELKE, Elizabeth. Non-symbolic Arithmetic Abilities and Achievement in the First Year of Formal Schooling in Mathematics. Cognition, 115(3), p. 394–406, 2010./*ref*/HUNTLEY-FENNER, Gavin. Children's Understanding of Number is Similar to Adults' and Rats': numerical estimation by 5±7-year-olds. Cognition, 78, p. B27-B40, 2001./*ref*/LASKI, Elizabeth.; SIEGLER, Robert. Is 27 a Big Number? Correlational and Causal Connections Among Numerical Categorization, Number Line Estimation, and Numerical Magnitude Comparison. Child Development, 78 (6), p. 1723 – 1743, 2007./*ref*/LEFEVRE, Jo-Anne. et al. Charting the Role of the Number Line in Mathematical Development. Front. Psychol, 4, 2013. LEMAIRE, Patrick; LECACHEUR, Mireille. Aging and Numerosity Estimation. Journal of Gerontology: Psychological Sciences, 62B (6), p. 305–312, 2007./*ref*/LEVINE, Deborah. Strategy Use and Estimation Ability of College Students. Journal for Research in Mathematics Education, 13, p. 350-359, 1982./*ref*/LIPTON, Jeniffer; SPELKE, Elizabeth. Preschool Children’s Mapping of Number Words to Nonsymbolic Numerosities. Child Development, 76:5, p. 978 – 988, 2005./*ref*/LUWEL, Koen; VERSCHAFFEL, Lieven. Adapting Strategy Choices to Situational Factors: the effect of time pressure on children's numerosity judgment strategies. Psychologica Belgica, 2003./*ref*/MENZIES, Victoria. et al. A Longitudinal Analysis of Estimation, Counting Skills, and Mathematical Ability Across the First School Year. Developmental Psychology, 49 (2), p. 250–257, 2013PlosOne, 6 (9), 2013./*ref*/MOELLER, Korbinian. et al. Children’s Early Mental Number Line: Logarithmic or decomposed linear? Journal of Experimental Child Psychology, 103 (4), p. 503–515, 2009./*ref*/MULDOON, Kevin. et al. Cross-Cultural Comparisons of 5-Year-Olds’ Estimating and Mathematical Ability. Journal of Cross-Cultural Psychology, 42(4), p. 669–681, 2011./*ref*/NUERK, Hans-Christoph. et al. On the Development of the Mental Number Line: more, less or never holistic with increasing age? Developmental Psychology, 40(6), p. 1199–1211, 2004./*ref*/OBERSTEINER, Andreas. et al. Do First Graders Make Efficient Use of External Number Representations? The Case of the Twenty-Frame. Cognition and Instruction, 32(4), p. 353–373, 2014./*ref*/OPFER, John; SIEGLER, Robert. Representational Change and Children’s Numerical Estimation. Cognitive Psychology, 55, p. 169–195, 2007./*ref*/PARK, Joonkoo; BRANNON, Elizabeth. Training the Approximate Number System Improves Math Proficiency. Psychol Sci, 24(10), p. 2013-9, 2013./*ref*/SCHNEIDER, Michael; GRABNER, Roland; PAETSCH, Jennifer. Mental Number Line, Number Line Estimation, and Mathematical Achievement: Their interrelations in grades 5 and 6. Journal of Educational Psychology, 101, p. 359–372, 2009./*ref*/SIEGLER, Robert.; MU, Yan. Chinese Children Excel on Novel Mathematics Problems Even Before Elementary School. Psychological Science, 19, p. 759-763, 2008./*ref*/SIEGLER, Robert; BOOTH, Julie. Development of Numerical Estimation in Young Children. Child Development, 75, p. 428–444, 2004./*ref*/SIEGLER, Robert; BOOTH, Julie. Development of Numerical Estimation: A Review. In CAMPBELL, J. I. D. Handbook of Mathematical Cognition. Psychology Press: New York. Cap. 2, p. 197-212, 2005./*ref*/SIEGLER, Robert; OPFER, John. E. The Development of Numerical Estimation: Evidence for multiple representations of numerical quantity. Psychological Science, 14, p. 237-243, 2003./*ref*/STEIN, Lilian. TDE: Teste de Desempenho Escolar: manual para a aplicação e interpretação. São Paulo: Casa do Psicólogo, 1994./*ref*/SULLIVAN, Jessica. et al. Adults’ Number-line Estimation Strategies: Evidence from eye movements. Psychon Bull Rev, 18, p. 557–563, 2011./*ref*/THOMPSON, Clarissa; SIEGLER, Robert. Linear Numerical-Magnitude Representations Aid Children’s Memory for Numbers. Psychological Science,?21(9), p. 1274–1281, 2010./*ref*/WHITE, Sonia; SZU?C, Dènes. Representational Change and Strategy use in Children’s Number Line Estimation During the First Years of Primary School. Behavioral and Brain Functions, 8:1, 2012/*ref*/XU, Xiaohui. et al. Development of Numerical Estimation in Chinese Preschool Children. Journal of Experimental Child Psychology, 116, p. 351–366, 2013.Direitos autorais 2020 Amazônia: Revista de Educação em Ciências e Matemáticashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2021-01-21T13:25:57Zoai:ojs.periodicos.ufpa.br:article/8460Revistahttp://www.periodicos.ufpa.br/index.php/revistaamazoniaPUBhttps://periodicos.ufpa.br/index.php/revistaamazonia/oaiamazrecm@ufpa.br||brabo@ufpa.br||amazoniaeducimat@yahoo.com.br2317-51251980-5128opendoar:2021-01-21T13:25:57Amazônia (Universidade Federal do Pará. Online) - Universidade Federal do Pará (UFPA)false |
| dc.title.none.fl_str_mv |
Estimativa numérica e desempenho aritmético Numerical estimation and arithmetic performance |
| title |
Estimativa numérica e desempenho aritmético |
| spellingShingle |
Estimativa numérica e desempenho aritmético Duro, Mariana Lima estimativa numérica de quantidades; estimativa na reta numérica; desempenho aritmético. numerosity; number line estimation; arithmetic performance |
| title_short |
Estimativa numérica e desempenho aritmético |
| title_full |
Estimativa numérica e desempenho aritmético |
| title_fullStr |
Estimativa numérica e desempenho aritmético |
| title_full_unstemmed |
Estimativa numérica e desempenho aritmético |
| title_sort |
Estimativa numérica e desempenho aritmético |
| author |
Duro, Mariana Lima |
| author_facet |
Duro, Mariana Lima Dorneles, Beatriz Vargas |
| author_role |
author |
| author2 |
Dorneles, Beatriz Vargas |
| author2_role |
author |
| dc.contributor.none.fl_str_mv |
IFRS IFRS |
| dc.contributor.author.fl_str_mv |
Duro, Mariana Lima Dorneles, Beatriz Vargas |
| dc.subject.por.fl_str_mv |
estimativa numérica de quantidades; estimativa na reta numérica; desempenho aritmético. numerosity; number line estimation; arithmetic performance |
| topic |
estimativa numérica de quantidades; estimativa na reta numérica; desempenho aritmético. numerosity; number line estimation; arithmetic performance |
| description |
O presente estudo relacionou a precisão da estimativa numérica em dois testes de desempenho em estimativa numérica: o Teste de Estimativa Numérica de Quantidades (TENQ) e o Teste de Estimativa na Reta Numérica (TERN), com o desempenho em um teste padronizado de aritmética (TDE), em estudantes do 5o e 6o ano escolar, de uma escola pública e outra particular de Porto Alegre/RS. O principal objetivo desse estudo foi verificar se o desempenho em diferentes tarefas de estimativa numérica está relacionado ao desempenho aritmético desses estudantes. Os dados indicam que o desempenho aritmético apresentou correlação de moderada a forte com o desempenho em estimativa, em ambas as tarefas, quando considerado o intervalo numérico de 0 a 100. Esse resultado indicou que conhecimentos aritméticos possam estar relacionados, de alguma forma, à habilidade em realizar estimativas. |
| publishDate |
2020 |
| dc.date.none.fl_str_mv |
2020-12-30 |
| dc.type.none.fl_str_mv |
|
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
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https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/8460 10.18542/amazrecm.v16i37.8460 |
| url |
https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/8460 |
| identifier_str_mv |
10.18542/amazrecm.v16i37.8460 |
| dc.language.iso.fl_str_mv |
por |
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por |
| dc.relation.none.fl_str_mv |
https://periodicos.ufpa.br/index.php/revistaamazonia/article/view/8460/6692 /*ref*/AZEVEDO, Maria Manuela Duarte de Oliveria. A aprendizagem da Estimação Matemática: um estudo no 2o ciclo. Dissertação de Mestrado. Lisboa: Universidade Nova de Lisboa, 1996. /*ref*/BARTH, Hilary; PALADINO, Annie. The Development of Numerical Estimation: Evidence Against a Representational Shift. Developmental Science, 14, p. 125- 135, 2011. /*ref*/BERTELETTI, Ilaria. et al. Numerical Estimation in Preschoolers. Developmental Psychology, 46 (2), p.545–551, 2010. /*ref*/BOOTH, Julie; SIEGLER, Robert. Developmental and Individual Differences in Pure Numerical Estimation. Developmental Psychology, 41, p. 189–201, 2006. /*ref*/BOOTH, Julie; SIEGLER, Robert. Numerical Magnitude Representations Influence Arithmetic Learning. Child Development, 79 (4), p.1016 – 1031, 2008. /*ref*/DACKERMANN, Tanja. et al. An Integration of Competing Accounts on Children’s Number Line Estimation. Frontiers in Psychology, v. 6, n. 884, 2015. /*ref*/DEHAENE, Stanisla. et al. Log or Linear? Distinct Intuitions of the Number Scale in Western and Amazonian Indigene Cultures. Stanislas Science, 320, p. 1217, 2008. /*ref*/DEHAENE, Stanislas. The Number Sense: How the mind creates mathematics. New York: Oxford University Press, 1997. /*ref*/DORNELES, Beatriz Vargas. et al. Number Estimation in Children: an assessment study with number line estimation and numerosity tasks. In Congress of the European Society for Research in Mathematics Education (CERME), 10., 2017, Dublin City University, 2017. /*ref*/EBERSBACH, Mirjam. et al. The Relationship Between the Shape?of the Mental Number Line and Familiarity with Numbers in 5- to 9-year old children: evidence for a segmented linear model. Journal of Experimental Child Psychology, 99, p.1–17, 2008. /*ref*/EBERSBACH, Mirjam; LUWEL, Koen; VERSCHAFFEL, Lieven. The Relationship Between Children’s Familiarity with Numbers and Their Performance in Bounded and Unbounded Number Line Estimations. Mathematical Thinking and Learning, 17:2-3, p.136-154, 2015. /*ref*/GANDINI, Delphine; LEMAIRE, Patrick; DUFAU, Stéphane. Older and Younger Adults’ Strategies in Approximate Quantification. Acta Psychologica, 129, p.175–189, 2008. /*ref*/GIBBON, John; CHURCH, Russell. M. Time Left:?Linear Versus Logarithmic Subjective Time. Journal of Experimental Psychology: Animal Behavior Processes, 7(2), p.87-108, 1981. /*ref*/GILMORE, Camilla; MCCARTHY, Shannon; SPELKE, Elizabeth. Non-symbolic Arithmetic Abilities and Achievement in the First Year of Formal Schooling in Mathematics. Cognition, 115(3), p. 394–406, 2010. /*ref*/HUNTLEY-FENNER, Gavin. Children's Understanding of Number is Similar to Adults' and Rats': numerical estimation by 5±7-year-olds. Cognition, 78, p. B27-B40, 2001. /*ref*/LASKI, Elizabeth.; SIEGLER, Robert. Is 27 a Big Number? Correlational and Causal Connections Among Numerical Categorization, Number Line Estimation, and Numerical Magnitude Comparison. Child Development, 78 (6), p. 1723 – 1743, 2007. /*ref*/LEFEVRE, Jo-Anne. et al. Charting the Role of the Number Line in Mathematical Development. Front. Psychol, 4, 2013. LEMAIRE, Patrick; LECACHEUR, Mireille. Aging and Numerosity Estimation. Journal of Gerontology: Psychological Sciences, 62B (6), p. 305–312, 2007. /*ref*/LEVINE, Deborah. Strategy Use and Estimation Ability of College Students. Journal for Research in Mathematics Education, 13, p. 350-359, 1982. /*ref*/LIPTON, Jeniffer; SPELKE, Elizabeth. Preschool Children’s Mapping of Number Words to Nonsymbolic Numerosities. Child Development, 76:5, p. 978 – 988, 2005. /*ref*/LUWEL, Koen; VERSCHAFFEL, Lieven. Adapting Strategy Choices to Situational Factors: the effect of time pressure on children's numerosity judgment strategies. Psychologica Belgica, 2003. /*ref*/MENZIES, Victoria. et al. A Longitudinal Analysis of Estimation, Counting Skills, and Mathematical Ability Across the First School Year. Developmental Psychology, 49 (2), p. 250–257, 2013PlosOne, 6 (9), 2013. /*ref*/MOELLER, Korbinian. et al. Children’s Early Mental Number Line: Logarithmic or decomposed linear? Journal of Experimental Child Psychology, 103 (4), p. 503–515, 2009. /*ref*/MULDOON, Kevin. et al. Cross-Cultural Comparisons of 5-Year-Olds’ Estimating and Mathematical Ability. Journal of Cross-Cultural Psychology, 42(4), p. 669–681, 2011. /*ref*/NUERK, Hans-Christoph. et al. On the Development of the Mental Number Line: more, less or never holistic with increasing age? Developmental Psychology, 40(6), p. 1199–1211, 2004. /*ref*/OBERSTEINER, Andreas. et al. Do First Graders Make Efficient Use of External Number Representations? The Case of the Twenty-Frame. Cognition and Instruction, 32(4), p. 353–373, 2014. /*ref*/OPFER, John; SIEGLER, Robert. Representational Change and Children’s Numerical Estimation. Cognitive Psychology, 55, p. 169–195, 2007. /*ref*/PARK, Joonkoo; BRANNON, Elizabeth. Training the Approximate Number System Improves Math Proficiency. Psychol Sci, 24(10), p. 2013-9, 2013. /*ref*/SCHNEIDER, Michael; GRABNER, Roland; PAETSCH, Jennifer. Mental Number Line, Number Line Estimation, and Mathematical Achievement: Their interrelations in grades 5 and 6. Journal of Educational Psychology, 101, p. 359–372, 2009. /*ref*/SIEGLER, Robert.; MU, Yan. Chinese Children Excel on Novel Mathematics Problems Even Before Elementary School. Psychological Science, 19, p. 759-763, 2008. /*ref*/SIEGLER, Robert; BOOTH, Julie. Development of Numerical Estimation in Young Children. Child Development, 75, p. 428–444, 2004. /*ref*/SIEGLER, Robert; BOOTH, Julie. Development of Numerical Estimation: A Review. In CAMPBELL, J. I. D. Handbook of Mathematical Cognition. Psychology Press: New York. Cap. 2, p. 197-212, 2005. /*ref*/SIEGLER, Robert; OPFER, John. E. The Development of Numerical Estimation: Evidence for multiple representations of numerical quantity. Psychological Science, 14, p. 237-243, 2003. /*ref*/STEIN, Lilian. TDE: Teste de Desempenho Escolar: manual para a aplicação e interpretação. São Paulo: Casa do Psicólogo, 1994. /*ref*/SULLIVAN, Jessica. et al. Adults’ Number-line Estimation Strategies: Evidence from eye movements. Psychon Bull Rev, 18, p. 557–563, 2011. /*ref*/THOMPSON, Clarissa; SIEGLER, Robert. Linear Numerical-Magnitude Representations Aid Children’s Memory for Numbers. Psychological Science,?21(9), p. 1274–1281, 2010. /*ref*/WHITE, Sonia; SZU?C, Dènes. Representational Change and Strategy use in Children’s Number Line Estimation During the First Years of Primary School. Behavioral and Brain Functions, 8:1, 2012 /*ref*/XU, Xiaohui. et al. Development of Numerical Estimation in Chinese Preschool Children. Journal of Experimental Child Psychology, 116, p. 351–366, 2013. |
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Direitos autorais 2020 Amazônia: Revista de Educação em Ciências e Matemáticas http://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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Direitos autorais 2020 Amazônia: Revista de Educação em Ciências e Matemáticas http://creativecommons.org/licenses/by/4.0 |
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Amazônia: Revista de Educação em Ciências e Matemáticas; v. 16, n. 37 (2020); 106-118 Amazônia - Journal of Science and Mathematics Education; v. 16, n. 37 (2020); 106-118 2317-5125 1980-5128 reponame:Amazônia (Universidade Federal do Pará. Online) instname:Universidade Federal do Pará (UFPA) instacron:UFPA |
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