Systematization of the multiplication table in two teaching propositions

Detalhes bibliográficos
Autor(a) principal: Rosa, Josélia Euzébio da
Data de Publicação: 2019
Outros Autores: Hobold, Ediséia Suethe Faust
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/20109
Resumo: We have researched the movement of systematization of the multiplication table proposed in two textbooks for the second grade of elementary school, one Brazilian and another Russian. We have noticed that the two propositions follow different movements. In the Brazilian one, the multiplication table arises from the observation of quantities. The conceptual essence results from the external appearance of groups, and needs analysis of relations which generate its internal logic. In the Russian proposition, on the other hand, the teaching of multiplication table contemplates the interrelation of arithmetic, arithmetic and algebraic meanings in the movement that involves the general, universal, particular and singular from the relationships among discrete and continuous magnitudes.
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spelling Systematization of the multiplication table in two teaching propositionsSistematización de la tabla de multiplicación en dos proposiciones de enseñanzaSystématisation du tabuada dans deux propositions d'enseignementSistematização da tabuada em duas proposições de ensinoEducação matemáticaProposições de ensinoTabuadaEducación MatemáticaProposiciones de enseñanzaTabla de multiplicaciónMathematics EducationTeaching propositionsMultiplication tableWe have researched the movement of systematization of the multiplication table proposed in two textbooks for the second grade of elementary school, one Brazilian and another Russian. We have noticed that the two propositions follow different movements. In the Brazilian one, the multiplication table arises from the observation of quantities. The conceptual essence results from the external appearance of groups, and needs analysis of relations which generate its internal logic. In the Russian proposition, on the other hand, the teaching of multiplication table contemplates the interrelation of arithmetic, arithmetic and algebraic meanings in the movement that involves the general, universal, particular and singular from the relationships among discrete and continuous magnitudes.Investigamos el movimiento de sistematización de la tabla de multiplicación propuesta en dos libros de textos del segundo año de la enseñanza primaria, un brasileño y otro ruso. Constatamos que las dos proposiciones siguen movimientos distintos. En la brasileña, la tabla de multiplicación surge desde la observación de las cuantidades. La esencia conceptual resulta de la apariencia externa de los agrupamientos, carente de análisis en las relaciones que generan su lógica interna. En la proposición rusa, a su vez, la enseñanza de la tabla de multiplicación contempla la inter-relación de las significaciones aritméticas, algebraicas y geométricas en el movimiento que involucra el general, universal, particular y singular, desde las relaciones entre grandezas discretas e continuas.Nous avons étudié le mouvement de systématisation de la table de multiplication proposée dans deux manuels pour la deuxième année de l'école élémentaire, l'un brésilien et l'autre russe. Nous avons remarqué que les deux propositions suivent des mouvements différents. Dans le cas brésilien, la table de multiplication provient de l'observation des quantités. L'essence conceptuelle résulte de l'apparence extérieure des groupes et nécessite une analyse des relations qui génèrent sa logique interne. Dans la proposition russe, en revanche, l'enseignement de la table de multiplication envisage l'interrelation des significations arithmétiques, arithmétiques et algébriques dans le mouvement qui implique le général, l'universel, le particulier et le singulier des relations entre les grandeurs discrètes et continues.Investigamos o movimento de sistematização da tabuada proposta em dois livros didáticos do segundo ano do ensino fundamental, um brasileiro e outro russo. Constatamos que as duas proposições seguem movimentos distintos. Na brasileira, a tabuada surge a partir da observação das quantidades. A essência conceitual resulta da aparência externa dos agrupamentos, carente de análise nas relações que geram sua lógica interna. Na proposição russa, por sua vez, o ensino da tabuada contempla a inter-relação das significações aritméticas, algébricas e geométricas no movimento que envolve o geral, universal, particular e singular, a partir das relações entre grandezas discretas e contínuas.Faculdade de Educação - Universidade de Brasília2019-02-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://periodicos.unb.br/index.php/linhascriticas/article/view/2010910.26512/lc.v24i0.20109Linhas Críticas; Vol. 24 (2018): Revista Linhas Críticas v.24; e20109Linhas Críticas; Vol. 24 (2018): Revista Linhas Críticas v.24; e20109Linhas Crí­ticas; v. 24 (2018): Revista Linhas Críticas v.24; e201091981-04311516-489610.26512/lc.v24i0reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/20109/20634https://periodicos.unb.br/index.php/linhascriticas/article/view/20109/31573Copyright (c) 2018 Revista Linhas Críticashttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessRosa, Josélia Euzébio daHobold, Ediséia Suethe Faust2022-02-08T20:11:36Zoai:ojs.pkp.sfu.ca:article/20109Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br1981-04311516-4896opendoar:2022-02-08T20:11:36Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Systematization of the multiplication table in two teaching propositions
Sistematización de la tabla de multiplicación en dos proposiciones de enseñanza
Systématisation du tabuada dans deux propositions d'enseignement
Sistematização da tabuada em duas proposições de ensino
title Systematization of the multiplication table in two teaching propositions
spellingShingle Systematization of the multiplication table in two teaching propositions
Rosa, Josélia Euzébio da
Educação matemática
Proposições de ensino
Tabuada
Educación Matemática
Proposiciones de enseñanza
Tabla de multiplicación
Mathematics Education
Teaching propositions
Multiplication table
title_short Systematization of the multiplication table in two teaching propositions
title_full Systematization of the multiplication table in two teaching propositions
title_fullStr Systematization of the multiplication table in two teaching propositions
title_full_unstemmed Systematization of the multiplication table in two teaching propositions
title_sort Systematization of the multiplication table in two teaching propositions
author Rosa, Josélia Euzébio da
author_facet Rosa, Josélia Euzébio da
Hobold, Ediséia Suethe Faust
author_role author
author2 Hobold, Ediséia Suethe Faust
author2_role author
dc.contributor.author.fl_str_mv Rosa, Josélia Euzébio da
Hobold, Ediséia Suethe Faust
dc.subject.por.fl_str_mv Educação matemática
Proposições de ensino
Tabuada
Educación Matemática
Proposiciones de enseñanza
Tabla de multiplicación
Mathematics Education
Teaching propositions
Multiplication table
topic Educação matemática
Proposições de ensino
Tabuada
Educación Matemática
Proposiciones de enseñanza
Tabla de multiplicación
Mathematics Education
Teaching propositions
Multiplication table
description We have researched the movement of systematization of the multiplication table proposed in two textbooks for the second grade of elementary school, one Brazilian and another Russian. We have noticed that the two propositions follow different movements. In the Brazilian one, the multiplication table arises from the observation of quantities. The conceptual essence results from the external appearance of groups, and needs analysis of relations which generate its internal logic. In the Russian proposition, on the other hand, the teaching of multiplication table contemplates the interrelation of arithmetic, arithmetic and algebraic meanings in the movement that involves the general, universal, particular and singular from the relationships among discrete and continuous magnitudes.
publishDate 2019
dc.date.none.fl_str_mv 2019-02-13
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.unb.br/index.php/linhascriticas/article/view/20109
10.26512/lc.v24i0.20109
url https://periodicos.unb.br/index.php/linhascriticas/article/view/20109
identifier_str_mv 10.26512/lc.v24i0.20109
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/20109/20634
https://periodicos.unb.br/index.php/linhascriticas/article/view/20109/31573
dc.rights.driver.fl_str_mv Copyright (c) 2018 Revista Linhas Críticas
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Revista Linhas Críticas
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 24 (2018): Revista Linhas Críticas v.24; e20109
Linhas Críticas; Vol. 24 (2018): Revista Linhas Críticas v.24; e20109
Linhas Crí­ticas; v. 24 (2018): Revista Linhas Críticas v.24; e20109
1981-0431
1516-4896
10.26512/lc.v24i0
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br
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