Argumentation and investigative experimentation in teaching mathematics

Detalhes bibliográficos
Autor(a) principal: Almeida, Willa Nayana Corrêa
Data de Publicação: 2018
Outros Autores: Malheiro, João Manoel da Silva
Tipo de documento: Artigo
Idioma: por
Título da fonte: Alexandria (Florianópolis)
Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n2p57
Resumo: The present study started from the reflection of our own practice, in which we sought to analyze the contributions of the interventions of the teacher-monitor for the emergence and development of the argumentation among students participating in a Science Club, during an investigative experimental activity on the introductory concepts of area and perimeter. The research is characterized as qualitative, using Content Analysis to interpret the information gathered from video recordings. Seven students participated as subjects. The space investigated is considered an alternative environment destined to the teaching, research and extension of didactic actions directed to Sciences and Mathematics. During the analyzes we realized that our interventions as teacher-monitor helped in the emergence of argumentation and in the construction of mathematical knowledge. We have found that complete argumentative organisms have emerged according to the Toulmin pattern, as well as various forms of action and thought.
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spelling Argumentation and investigative experimentation in teaching mathematicsA argumentação e a experimentação investigativa no ensino de matemáticaThe present study started from the reflection of our own practice, in which we sought to analyze the contributions of the interventions of the teacher-monitor for the emergence and development of the argumentation among students participating in a Science Club, during an investigative experimental activity on the introductory concepts of area and perimeter. The research is characterized as qualitative, using Content Analysis to interpret the information gathered from video recordings. Seven students participated as subjects. The space investigated is considered an alternative environment destined to the teaching, research and extension of didactic actions directed to Sciences and Mathematics. During the analyzes we realized that our interventions as teacher-monitor helped in the emergence of argumentation and in the construction of mathematical knowledge. We have found that complete argumentative organisms have emerged according to the Toulmin pattern, as well as various forms of action and thought.O presente estudo teve início a partir da reflexão de nossa prática, em que buscamos analisar as contribuições das intervenções da professora-monitora para o surgimento e desenvolvimento da argumentação entre discentes participantes de um clube de ciências, durante uma atividade experimental investigativa sobre os conceitos introdutórios de área e perímetro. A pesquisa se caracteriza como qualitativa, sendo utilizada a Análise de Conteúdo para interpretação das informações levantadas a partir de videogravações. Participaram como sujeitos sete discentes. O espaço investigado é considerado um ambiente alternativo destinado ao ensino, pesquisa e extensão de ações didáticas voltadas às Ciências e Matemáticas. Durante as análises realizadas percebemos que nossas intervenções como professora-monitora auxiliaram no surgimento da argumentação e na construção do conhecimento matemático. Verificamos que surgiram organismos argumentativos completos de acordo com o padrão de Toulmin, assim como diversas formas de ação e pensamento.Universidade Federal de Santa Catarina2018-11-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n2p5710.5007/1982-5153.2018v11n2p57Alexandria: Revista de Educação em Ciência e Tecnologia; v. 11 n. 2 (2018); 57-831982-5153reponame:Alexandria (Florianópolis)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n2p57/37895Copyright (c) 2018 Alexandria: Revista de Educação em Ciência e Tecnologiainfo:eu-repo/semantics/openAccessAlmeida, Willa Nayana CorrêaMalheiro, João Manoel da Silva2018-11-28T09:29:31Zoai:periodicos.ufsc.br:article/50954Revistahttps://periodicos.ufsc.br/index.php/alexandria/oai1982-51531982-5153opendoar:2018-11-28T09:29:31Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Argumentation and investigative experimentation in teaching mathematics
A argumentação e a experimentação investigativa no ensino de matemática
title Argumentation and investigative experimentation in teaching mathematics
spellingShingle Argumentation and investigative experimentation in teaching mathematics
Almeida, Willa Nayana Corrêa
title_short Argumentation and investigative experimentation in teaching mathematics
title_full Argumentation and investigative experimentation in teaching mathematics
title_fullStr Argumentation and investigative experimentation in teaching mathematics
title_full_unstemmed Argumentation and investigative experimentation in teaching mathematics
title_sort Argumentation and investigative experimentation in teaching mathematics
author Almeida, Willa Nayana Corrêa
author_facet Almeida, Willa Nayana Corrêa
Malheiro, João Manoel da Silva
author_role author
author2 Malheiro, João Manoel da Silva
author2_role author
dc.contributor.author.fl_str_mv Almeida, Willa Nayana Corrêa
Malheiro, João Manoel da Silva
description The present study started from the reflection of our own practice, in which we sought to analyze the contributions of the interventions of the teacher-monitor for the emergence and development of the argumentation among students participating in a Science Club, during an investigative experimental activity on the introductory concepts of area and perimeter. The research is characterized as qualitative, using Content Analysis to interpret the information gathered from video recordings. Seven students participated as subjects. The space investigated is considered an alternative environment destined to the teaching, research and extension of didactic actions directed to Sciences and Mathematics. During the analyzes we realized that our interventions as teacher-monitor helped in the emergence of argumentation and in the construction of mathematical knowledge. We have found that complete argumentative organisms have emerged according to the Toulmin pattern, as well as various forms of action and thought.
publishDate 2018
dc.date.none.fl_str_mv 2018-11-28
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.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n2p57
10.5007/1982-5153.2018v11n2p57
url https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n2p57
identifier_str_mv 10.5007/1982-5153.2018v11n2p57
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/alexandria/article/view/1982-5153.2018v11n2p57/37895
dc.rights.driver.fl_str_mv Copyright (c) 2018 Alexandria: Revista de Educação em Ciência e Tecnologia
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Alexandria: Revista de Educação em Ciência e Tecnologia
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Catarina
publisher.none.fl_str_mv Universidade Federal de Santa Catarina
dc.source.none.fl_str_mv Alexandria: Revista de Educação em Ciência e Tecnologia; v. 11 n. 2 (2018); 57-83
1982-5153
reponame:Alexandria (Florianópolis)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Alexandria (Florianópolis)
collection Alexandria (Florianópolis)
repository.name.fl_str_mv Alexandria (Florianópolis) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv
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