ANALYSIS OF MATHEMATICAL ERRORS OF STUDENTS OF FUNDAMENTAL EDUCATION IN ISSUES INVOLVING WHOLE NUMBERS

Detalhes bibliográficos
Autor(a) principal: Figueiredo, Sonner
Data de Publicação: 2021
Outros Autores: Araujo do Nascimento, Edilson
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Sergipana de Matemática e Educação Matemática
Texto Completo: https://seer.ufs.br/index.php/ReviSe/article/view/13616
Resumo: The present work aims to analyze the mistakes made by elementary students in questions involving the integers and what contributions this brings to teaching learning. The research was developed in a municipal school of the entire state of Mato Grosso do Sul with 7th grade students. This research is considered of quantitative-qualitative nature or mixed method. Through the analysis of errors it was possible to identify which errors the students committed in these tests and to classify them according to the error typology of Brousseau. Errors were considered epistemological obstacles in learning and for this study we used the concepts of obstacles in the view of Brousseau and Bachelard, these epistemologists being the forerunners of this concept. With this study it was possible to identify the most common mistakes made by the students, among them the difficulties in interpreting problems and difficulties with the fundamental operations of mathematics. Finally, we conclude that the error analysis is an instrument that contributes to learning, because we note in this research that through this instrument students were able to observe in their productions their mistakes
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spelling ANALYSIS OF MATHEMATICAL ERRORS OF STUDENTS OF FUNDAMENTAL EDUCATION IN ISSUES INVOLVING WHOLE NUMBERSANÁLISE DE ERROS MATEMÁTICOS DOS ALUNOS DO ENSINO FUNDAMENTAL EM QUESTÕES ENVOLVENDO OS NÚMEROS INTEIROSThe present work aims to analyze the mistakes made by elementary students in questions involving the integers and what contributions this brings to teaching learning. The research was developed in a municipal school of the entire state of Mato Grosso do Sul with 7th grade students. This research is considered of quantitative-qualitative nature or mixed method. Through the analysis of errors it was possible to identify which errors the students committed in these tests and to classify them according to the error typology of Brousseau. Errors were considered epistemological obstacles in learning and for this study we used the concepts of obstacles in the view of Brousseau and Bachelard, these epistemologists being the forerunners of this concept. With this study it was possible to identify the most common mistakes made by the students, among them the difficulties in interpreting problems and difficulties with the fundamental operations of mathematics. Finally, we conclude that the error analysis is an instrument that contributes to learning, because we note in this research that through this instrument students were able to observe in their productions their mistakesO presente trabalho tem como objetivo analisar os erros cometidos por alunos do ensino fundamental em questões envolvendo os números inteiros e quais contribuições isso traz para o ensino aprendizagem. A pesquisa se desenvolveu em uma escola municipal do inteiro do estado de Mato Grosso do Sul com alunos do 7º ano do Ensino Fundamental. Essa pesquisa é considerada de natureza quantitativa-qualitativa ou método misto e pesquisas de campo. Por meio da análise de erros foi possível identificar quais os erros cometidos pelos alunos nestes testes e classificá-los de acordo com a tipologia de erros de Brousseau. Os erros foram considerados obstáculos epistemológicos na aprendizagem e para este estudo utilizamos os conceitos de obstáculos na visão de Brousseau e Bachelard, tendo sido estes epistemólogos os precursores deste conceito. Com esse estudo foi possível identificar os erros mais comuns cometidos pelos alunos, dentre esses destacam as dificuldades na interpretação dos problemas e dificuldades com as operações fundamentais da matemática. Por fim, concluímos que a análise de erro é um instrumento que contribui para a aprendizagem, pois notamos nessa pesquisa que por meio desse instrumento os alunos conseguiram observar em suas produções seus erros.Universidade Federal de Sergipe2021-07-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://seer.ufs.br/index.php/ReviSe/article/view/1361610.34179/revisem.v6i3.13616Revista Sergipana de Matemática e Educação Matemática; v. 6 n. 3 (2021): Revista Sergipana de Matemática e Educação Matemática; 100-122Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 3 (2021): Revista Sergipana de Matemática e Educação Matemática; 100-122Revista Sergipana de Matemática e Educação Matemática; Vol. 6 Núm. 3 (2021): Revista Sergipana de Matemática e Educação Matemática; 100-122Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 3 (2021): Revista Sergipana de Matemática e Educação Matemática; 100-1222525-5444reponame:Revista Sergipana de Matemática e Educação Matemáticainstname:Universidade Federal de Sergipe (UFS)instacron:UFSporhttps://seer.ufs.br/index.php/ReviSe/article/view/13616/11944Copyright (c) 2021 Sonner Figueiredo, Edilson Araujo do Nascimentohttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessFigueiredo, SonnerAraujo do Nascimento, Edilson 2021-07-21T16:50:12Zoai:ojs.seer.ufs.br:article/13616Revistahttps://seer.ufs.br/index.php/ReviSe/oai2525-54442525-5444opendoar:2021-07-21T16:50:12Revista Sergipana de Matemática e Educação Matemática - Universidade Federal de Sergipe (UFS)false
dc.title.none.fl_str_mv ANALYSIS OF MATHEMATICAL ERRORS OF STUDENTS OF FUNDAMENTAL EDUCATION IN ISSUES INVOLVING WHOLE NUMBERS
ANÁLISE DE ERROS MATEMÁTICOS DOS ALUNOS DO ENSINO FUNDAMENTAL EM QUESTÕES ENVOLVENDO OS NÚMEROS INTEIROS
title ANALYSIS OF MATHEMATICAL ERRORS OF STUDENTS OF FUNDAMENTAL EDUCATION IN ISSUES INVOLVING WHOLE NUMBERS
spellingShingle ANALYSIS OF MATHEMATICAL ERRORS OF STUDENTS OF FUNDAMENTAL EDUCATION IN ISSUES INVOLVING WHOLE NUMBERS
Figueiredo, Sonner
title_short ANALYSIS OF MATHEMATICAL ERRORS OF STUDENTS OF FUNDAMENTAL EDUCATION IN ISSUES INVOLVING WHOLE NUMBERS
title_full ANALYSIS OF MATHEMATICAL ERRORS OF STUDENTS OF FUNDAMENTAL EDUCATION IN ISSUES INVOLVING WHOLE NUMBERS
title_fullStr ANALYSIS OF MATHEMATICAL ERRORS OF STUDENTS OF FUNDAMENTAL EDUCATION IN ISSUES INVOLVING WHOLE NUMBERS
title_full_unstemmed ANALYSIS OF MATHEMATICAL ERRORS OF STUDENTS OF FUNDAMENTAL EDUCATION IN ISSUES INVOLVING WHOLE NUMBERS
title_sort ANALYSIS OF MATHEMATICAL ERRORS OF STUDENTS OF FUNDAMENTAL EDUCATION IN ISSUES INVOLVING WHOLE NUMBERS
author Figueiredo, Sonner
author_facet Figueiredo, Sonner
Araujo do Nascimento, Edilson
author_role author
author2 Araujo do Nascimento, Edilson
author2_role author
dc.contributor.author.fl_str_mv Figueiredo, Sonner
Araujo do Nascimento, Edilson
description The present work aims to analyze the mistakes made by elementary students in questions involving the integers and what contributions this brings to teaching learning. The research was developed in a municipal school of the entire state of Mato Grosso do Sul with 7th grade students. This research is considered of quantitative-qualitative nature or mixed method. Through the analysis of errors it was possible to identify which errors the students committed in these tests and to classify them according to the error typology of Brousseau. Errors were considered epistemological obstacles in learning and for this study we used the concepts of obstacles in the view of Brousseau and Bachelard, these epistemologists being the forerunners of this concept. With this study it was possible to identify the most common mistakes made by the students, among them the difficulties in interpreting problems and difficulties with the fundamental operations of mathematics. Finally, we conclude that the error analysis is an instrument that contributes to learning, because we note in this research that through this instrument students were able to observe in their productions their mistakes
publishDate 2021
dc.date.none.fl_str_mv 2021-07-20
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://seer.ufs.br/index.php/ReviSe/article/view/13616
10.34179/revisem.v6i3.13616
url https://seer.ufs.br/index.php/ReviSe/article/view/13616
identifier_str_mv 10.34179/revisem.v6i3.13616
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufs.br/index.php/ReviSe/article/view/13616/11944
dc.rights.driver.fl_str_mv Copyright (c) 2021 Sonner Figueiredo, Edilson Araujo do Nascimento
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Sonner Figueiredo, Edilson Araujo do Nascimento
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Sergipe
publisher.none.fl_str_mv Universidade Federal de Sergipe
dc.source.none.fl_str_mv Revista Sergipana de Matemática e Educação Matemática; v. 6 n. 3 (2021): Revista Sergipana de Matemática e Educação Matemática; 100-122
Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 3 (2021): Revista Sergipana de Matemática e Educação Matemática; 100-122
Revista Sergipana de Matemática e Educação Matemática; Vol. 6 Núm. 3 (2021): Revista Sergipana de Matemática e Educação Matemática; 100-122
Revista Sergipana de Matemática e Educação Matemática; Vol. 6 No. 3 (2021): Revista Sergipana de Matemática e Educação Matemática; 100-122
2525-5444
reponame:Revista Sergipana de Matemática e Educação Matemática
instname:Universidade Federal de Sergipe (UFS)
instacron:UFS
instname_str Universidade Federal de Sergipe (UFS)
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reponame_str Revista Sergipana de Matemática e Educação Matemática
collection Revista Sergipana de Matemática e Educação Matemática
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