The Development of algebraic thought in the final years of primary school

Detalhes bibliográficos
Autor(a) principal: Silva, Maria Estela
Data de Publicação: 2024
Outros Autores: Reis Santos Bomfim, Yslane, Alves Torres, Fernanda, Landim Alves, Evanilson, Lima Costa, Nancy
Tipo de documento: Artigo
Idioma: por
Título da fonte: Diversitas Journal
Texto Completo: https://diversitasjournal.com.br/diversitas_journal/article/view/2801
Resumo: The objective of this work is to analyze the development of algebraic thought for 138 students who participated in a workshop focused on algebraic concepts, emphasizing the odd mistake in the process of solving a task, all the while respecting the event as their first experience of algebra. The idea behind the activity was to stimulate algebraic thought in those who were finishing primary education, presenting uncommon dilemma for frequently used teaching mechanisms, in the light of skills required by the National Common Basic Curriculum. The participants belonged to six classes, three from 8th year and the other three from 9th year. The analysis of tasks was supported by the Theory of Conceptual Fields, which sought to understand how the individual acquires a certain knowledge and better conditions for its development. The data obtained implied that even though students understood the Algebra conceptions gained during the activity, one notes that the greatest obstacle lies in the transformation from the mother tongue to algebraic language, indicating the importance of pedagogical approaches to aid students to experience this transition.
id UNEAL_082107a5a5ba15028f7995c0be73bfde
oai_identifier_str oai:ojs.diversitasjournal.com.br:article/2801
network_acronym_str UNEAL
network_name_str Diversitas Journal
repository_id_str
spelling The Development of algebraic thought in the final years of primary schoolO desenvolvimento do pensamento algébrico nos anos finais do ensino fundamentalPensamento AlgébricoEnsinoAprendizagemAlgebraic ThinkingAlgebraic ThinkingTeachingTeachingLearningThe objective of this work is to analyze the development of algebraic thought for 138 students who participated in a workshop focused on algebraic concepts, emphasizing the odd mistake in the process of solving a task, all the while respecting the event as their first experience of algebra. The idea behind the activity was to stimulate algebraic thought in those who were finishing primary education, presenting uncommon dilemma for frequently used teaching mechanisms, in the light of skills required by the National Common Basic Curriculum. The participants belonged to six classes, three from 8th year and the other three from 9th year. The analysis of tasks was supported by the Theory of Conceptual Fields, which sought to understand how the individual acquires a certain knowledge and better conditions for its development. The data obtained implied that even though students understood the Algebra conceptions gained during the activity, one notes that the greatest obstacle lies in the transformation from the mother tongue to algebraic language, indicating the importance of pedagogical approaches to aid students to experience this transition.O objetivo deste trabalho é analisar o processo desenvolvimento do pensamento algébrico dos 138 estudantes que participaram da oficina com foco nos conceitos algébricos, enfatizando alguns equívocos ocorridos durante a resolução de uma tarefa, que contemplou o primeiro momento da vivência. O intuito da atividade foi estimular o desenvolvimento do pensamento algébrico dos estudantes dos anos finais do Ensino Fundamental, por meio de situações-problema incomuns às técnicas mecânicas utilizadas com frequência em sala de aula, baseando-se nas habilidades da Base Nacional Comum Curricular. Os participantes pertenciam a seis turmas, sendo três do 8° ano e as outras três do 9° ano.  A análise das tarefas foi subsidiada pela Teoria dos Campos Conceituais (TCC), que buscou entender como o indivíduo adquire um determinado saber e as melhores condições para o seu desenvolvimento. Os dados obtidos permitiram inferir que, apesar de os estudantes compreenderem as concepções da Álgebra contempladas na atividade, nota-se que o maior obstáculo está na transformação da linguagem materna para a linguagem algébrica, apontando para a importância de abordagens pedagógicas, que auxiliem os estudantes na compreensão dessa transição.Universidade Estadual de Alagoas - Eduneal2024-03-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://diversitasjournal.com.br/diversitas_journal/article/view/280110.48017/dj.v9i1.2801Diversitas Journal; Vol. 9 No. 1 (2024): Urban spaces and their contradictionsDiversitas Journal; Vol. 9 Núm. 1 (2024): Los espacios urbanos y sus contradiccionesDiversitas Journal; v. 9 n. 1 (2024): Espaços urbanos e suas contradições2525-521510.48017/dj.v9i1reponame:Diversitas Journalinstname:Universidade Estadual de Alagoas (UNEAL)instacron:UNEALporhttps://diversitasjournal.com.br/diversitas_journal/article/view/2801/2415Copyright (c) 2024 Maria Estela Silva, Yslane Reis Santos Bomfim, Fernanda Alves Torres, Evanilson Landim Alves, Nancy Lima Costahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSilva, Maria EstelaReis Santos Bomfim, YslaneAlves Torres, FernandaLandim Alves, EvanilsonLima Costa, Nancy2024-03-11T17:13:44Zoai:ojs.diversitasjournal.com.br:article/2801Revistahttps://diversitasjournal.com.br/diversitas_journal/indexPUBhttps://www.e-publicacoes.uerj.br/index.php/muralinternacional/oairevistadiversitasjournal@gmail.com2525-52152525-5215opendoar:2024-03-11T17:13:44Diversitas Journal - Universidade Estadual de Alagoas (UNEAL)false
dc.title.none.fl_str_mv The Development of algebraic thought in the final years of primary school
O desenvolvimento do pensamento algébrico nos anos finais do ensino fundamental
title The Development of algebraic thought in the final years of primary school
spellingShingle The Development of algebraic thought in the final years of primary school
Silva, Maria Estela
Pensamento Algébrico
Ensino
Aprendizagem
Algebraic Thinking
Algebraic ThinkingTeaching
TeachingLearning
title_short The Development of algebraic thought in the final years of primary school
title_full The Development of algebraic thought in the final years of primary school
title_fullStr The Development of algebraic thought in the final years of primary school
title_full_unstemmed The Development of algebraic thought in the final years of primary school
title_sort The Development of algebraic thought in the final years of primary school
author Silva, Maria Estela
author_facet Silva, Maria Estela
Reis Santos Bomfim, Yslane
Alves Torres, Fernanda
Landim Alves, Evanilson
Lima Costa, Nancy
author_role author
author2 Reis Santos Bomfim, Yslane
Alves Torres, Fernanda
Landim Alves, Evanilson
Lima Costa, Nancy
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Silva, Maria Estela
Reis Santos Bomfim, Yslane
Alves Torres, Fernanda
Landim Alves, Evanilson
Lima Costa, Nancy
dc.subject.por.fl_str_mv Pensamento Algébrico
Ensino
Aprendizagem
Algebraic Thinking
Algebraic ThinkingTeaching
TeachingLearning
topic Pensamento Algébrico
Ensino
Aprendizagem
Algebraic Thinking
Algebraic ThinkingTeaching
TeachingLearning
description The objective of this work is to analyze the development of algebraic thought for 138 students who participated in a workshop focused on algebraic concepts, emphasizing the odd mistake in the process of solving a task, all the while respecting the event as their first experience of algebra. The idea behind the activity was to stimulate algebraic thought in those who were finishing primary education, presenting uncommon dilemma for frequently used teaching mechanisms, in the light of skills required by the National Common Basic Curriculum. The participants belonged to six classes, three from 8th year and the other three from 9th year. The analysis of tasks was supported by the Theory of Conceptual Fields, which sought to understand how the individual acquires a certain knowledge and better conditions for its development. The data obtained implied that even though students understood the Algebra conceptions gained during the activity, one notes that the greatest obstacle lies in the transformation from the mother tongue to algebraic language, indicating the importance of pedagogical approaches to aid students to experience this transition.
publishDate 2024
dc.date.none.fl_str_mv 2024-03-09
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://diversitasjournal.com.br/diversitas_journal/article/view/2801
10.48017/dj.v9i1.2801
url https://diversitasjournal.com.br/diversitas_journal/article/view/2801
identifier_str_mv 10.48017/dj.v9i1.2801
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://diversitasjournal.com.br/diversitas_journal/article/view/2801/2415
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Alagoas - Eduneal
publisher.none.fl_str_mv Universidade Estadual de Alagoas - Eduneal
dc.source.none.fl_str_mv Diversitas Journal; Vol. 9 No. 1 (2024): Urban spaces and their contradictions
Diversitas Journal; Vol. 9 Núm. 1 (2024): Los espacios urbanos y sus contradicciones
Diversitas Journal; v. 9 n. 1 (2024): Espaços urbanos e suas contradições
2525-5215
10.48017/dj.v9i1
reponame:Diversitas Journal
instname:Universidade Estadual de Alagoas (UNEAL)
instacron:UNEAL
instname_str Universidade Estadual de Alagoas (UNEAL)
instacron_str UNEAL
institution UNEAL
reponame_str Diversitas Journal
collection Diversitas Journal
repository.name.fl_str_mv Diversitas Journal - Universidade Estadual de Alagoas (UNEAL)
repository.mail.fl_str_mv revistadiversitasjournal@gmail.com
_version_ 1797051274059841536

Registros relacionados