Aritmética nos anos inicias do ensino fundamental por meio de oficina de matemática sobre divisão com TDICs
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Data de Publicação: | 2021 |
Outros Autores: | , , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Diversitas Journal |
Texto Completo: | https://diversitasjournal.com.br/diversitas_journal/article/view/1483 |
Resumo: | ABSTRACT: The mastery of basic arithmetic operations by students in the early years of elementary school, whether conceptual or procedural, is still below expectations in macro-evaluations. In order to achieve satisfactory levels of proficiency, it is essential to promote the development of the skills and competences necessary to understand operations and their applications in daily life. The simple operationalization of the methods of solving these operations by practical procedures and the neglect with the understanding of the algorithms can considerably affect the learning of other contents in which the operations are used. Furthermore, the difficulties that arise due to the lack of mastery of these operations in the initial years drag on through the final years of elementary school to high school, showing that it is important for teachers to review their teaching practices. However, teachers in the early years of elementary school, the stage of schooling where arithmetic operations are primarily developed, also encounter difficulties in understanding these operations and teaching them can be a challenge, at the same time as it may involve adopting approaches mistakes that lead to misunderstanding without actually learning. Among arithmetic operations, the division operation, whether exact or inaccurate, is still one of the operations in which both teachers in the early years of elementary school and students have difficulties, as well as the subtraction operation. In order to improve the understanding of the exact and inaccurate division algorithm in the early years of elementary school, a workshop was offered in 2019 for teachers and prospective teachers. The results show that the difficulties are concentrated in the special cases of division and in the inaccurate division. KEYWORDS: Arithmetic; Exact and Inexact Division; Golden Material; TDICs; Mathematics Teaching. |
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Aritmética nos anos inicias do ensino fundamental por meio de oficina de matemática sobre divisão com TDICsABSTRACT: The mastery of basic arithmetic operations by students in the early years of elementary school, whether conceptual or procedural, is still below expectations in macro-evaluations. In order to achieve satisfactory levels of proficiency, it is essential to promote the development of the skills and competences necessary to understand operations and their applications in daily life. The simple operationalization of the methods of solving these operations by practical procedures and the neglect with the understanding of the algorithms can considerably affect the learning of other contents in which the operations are used. Furthermore, the difficulties that arise due to the lack of mastery of these operations in the initial years drag on through the final years of elementary school to high school, showing that it is important for teachers to review their teaching practices. However, teachers in the early years of elementary school, the stage of schooling where arithmetic operations are primarily developed, also encounter difficulties in understanding these operations and teaching them can be a challenge, at the same time as it may involve adopting approaches mistakes that lead to misunderstanding without actually learning. Among arithmetic operations, the division operation, whether exact or inaccurate, is still one of the operations in which both teachers in the early years of elementary school and students have difficulties, as well as the subtraction operation. In order to improve the understanding of the exact and inaccurate division algorithm in the early years of elementary school, a workshop was offered in 2019 for teachers and prospective teachers. The results show that the difficulties are concentrated in the special cases of division and in the inaccurate division. KEYWORDS: Arithmetic; Exact and Inexact Division; Golden Material; TDICs; Mathematics Teaching.RESUMO: O domínio das operações aritméticas básicas pelos alunos dos anos iniciais do Ensino Fundamental seja conceitual ou procedimental ainda configura-se como aquém do esperado nas macroavaliações. Para atingir níveis de proficiência satisfatórios é fundamental que se promova o desenvolvimento das habilidades e competências necessárias à compreensão das operações e suas aplicações no cotidiano. A simples operacionalização dos métodos de resolução dessas operações por procedimentos práticos e o descaso com a compreensão dos algoritmos podem afetar consideravelmente a aprendizagem de outros conteúdos nos quais as operações são utilizadas. Além do mais, as dificuldades que se formam pela falta do domínio dessas operações nos anos iniciais se arrastam ao longo dos anos finais do Ensino Fundamental até o Ensino Médio, evidenciando que é importante que os professores revejam suas práticas docentes. No entanto, os professores dos anos iniciais do Ensino Fundamental, etapa de escolarização onde as operações aritméticas são desenvolvidas primordialmente, também encontram dificuldades nas compreensões dessas operações e ensiná-las pode se constituir um desafio, ao mesmo tempo que pode implicar em adoção de abordagens equivocadas que levam à incompreensão sem ter de fato ocorrido a aprendizagem. Dentre as operações aritméticas, a operação divisão, seja exata ou inexata, ainda é uma das operações nas quais tanto professores dos anos iniciais do Ensino fundamental quanto alunos apresentam dificuldades, assim como a operação subtração. No sentido de melhorar a compreensão do algoritmo da divisão exata e inexata nos anos iniciais do Ensino Fundamental, uma oficina foi ofertada em 2019 para professores e futuros professores. Os resultados apontam que as dificuldades se concentram nos casos especiais de divisão e na divisão inexata. PALAVRAS-CHAVE: Aritmética; Divisão Exata e Inexata; Material Dourado; TDICs; Ensino de Matemática.Universidade Estadual de Alagoas - Eduneal2021-01-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://diversitasjournal.com.br/diversitas_journal/article/view/148310.17648/diversitas-journal-v6i1-1483Diversitas Journal; Vol. 6 No. 1 (2021): Práticas e reflexões sobre ensino, pesquisa e extensão; 1356-1362Diversitas Journal; Vol. 6 Núm. 1 (2021): Práticas e reflexões sobre ensino, pesquisa e extensão; 1356-1362Diversitas Journal; v. 6 n. 1 (2021): Práticas e reflexões sobre ensino, pesquisa e extensão; 1356-13622525-521510.17648/diversitas-journal-v6i1reponame:Diversitas Journalinstname:Universidade Estadual de Alagoas (UNEAL)instacron:UNEALporhttps://diversitasjournal.com.br/diversitas_journal/article/view/1483/1316Copyright (c) 2021 Claudia de Oliveira Lozada, Sidney Leandro da Silva Viana, Marcos Lucas da Silva Oliveira, Bruna Gama dos Santos, Cryslane de Araújo Lima, Ewellyn Amâncio Araújo Barbosahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessLozada, Claudia de OliveiraViana, Sidney Leandro da SilvaOliveira, Marcos Lucas da SilvaSantos, Bruna Gama dosLima, Cryslane de AraújoBarbosa, Ewellyn Amâncio Araújo2024-04-19T19:37:38Zoai:ojs.diversitasjournal.com.br:article/1483Revistahttps://diversitasjournal.com.br/diversitas_journal/indexPUBhttps://www.e-publicacoes.uerj.br/index.php/muralinternacional/oairevistadiversitasjournal@gmail.com2525-52152525-5215opendoar:2024-04-19T19:37:38Diversitas Journal - Universidade Estadual de Alagoas (UNEAL)false |
dc.title.none.fl_str_mv |
Aritmética nos anos inicias do ensino fundamental por meio de oficina de matemática sobre divisão com TDICs |
title |
Aritmética nos anos inicias do ensino fundamental por meio de oficina de matemática sobre divisão com TDICs |
spellingShingle |
Aritmética nos anos inicias do ensino fundamental por meio de oficina de matemática sobre divisão com TDICs Lozada, Claudia de Oliveira |
title_short |
Aritmética nos anos inicias do ensino fundamental por meio de oficina de matemática sobre divisão com TDICs |
title_full |
Aritmética nos anos inicias do ensino fundamental por meio de oficina de matemática sobre divisão com TDICs |
title_fullStr |
Aritmética nos anos inicias do ensino fundamental por meio de oficina de matemática sobre divisão com TDICs |
title_full_unstemmed |
Aritmética nos anos inicias do ensino fundamental por meio de oficina de matemática sobre divisão com TDICs |
title_sort |
Aritmética nos anos inicias do ensino fundamental por meio de oficina de matemática sobre divisão com TDICs |
author |
Lozada, Claudia de Oliveira |
author_facet |
Lozada, Claudia de Oliveira Viana, Sidney Leandro da Silva Oliveira, Marcos Lucas da Silva Santos, Bruna Gama dos Lima, Cryslane de Araújo Barbosa, Ewellyn Amâncio Araújo |
author_role |
author |
author2 |
Viana, Sidney Leandro da Silva Oliveira, Marcos Lucas da Silva Santos, Bruna Gama dos Lima, Cryslane de Araújo Barbosa, Ewellyn Amâncio Araújo |
author2_role |
author author author author author |
dc.contributor.author.fl_str_mv |
Lozada, Claudia de Oliveira Viana, Sidney Leandro da Silva Oliveira, Marcos Lucas da Silva Santos, Bruna Gama dos Lima, Cryslane de Araújo Barbosa, Ewellyn Amâncio Araújo |
description |
ABSTRACT: The mastery of basic arithmetic operations by students in the early years of elementary school, whether conceptual or procedural, is still below expectations in macro-evaluations. In order to achieve satisfactory levels of proficiency, it is essential to promote the development of the skills and competences necessary to understand operations and their applications in daily life. The simple operationalization of the methods of solving these operations by practical procedures and the neglect with the understanding of the algorithms can considerably affect the learning of other contents in which the operations are used. Furthermore, the difficulties that arise due to the lack of mastery of these operations in the initial years drag on through the final years of elementary school to high school, showing that it is important for teachers to review their teaching practices. However, teachers in the early years of elementary school, the stage of schooling where arithmetic operations are primarily developed, also encounter difficulties in understanding these operations and teaching them can be a challenge, at the same time as it may involve adopting approaches mistakes that lead to misunderstanding without actually learning. Among arithmetic operations, the division operation, whether exact or inaccurate, is still one of the operations in which both teachers in the early years of elementary school and students have difficulties, as well as the subtraction operation. In order to improve the understanding of the exact and inaccurate division algorithm in the early years of elementary school, a workshop was offered in 2019 for teachers and prospective teachers. The results show that the difficulties are concentrated in the special cases of division and in the inaccurate division. KEYWORDS: Arithmetic; Exact and Inexact Division; Golden Material; TDICs; Mathematics Teaching. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-01-31 |
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/1483 10.17648/diversitas-journal-v6i1-1483 |
url |
https://diversitasjournal.com.br/diversitas_journal/article/view/1483 |
identifier_str_mv |
10.17648/diversitas-journal-v6i1-1483 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://diversitasjournal.com.br/diversitas_journal/article/view/1483/1316 |
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https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
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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. 6 No. 1 (2021): Práticas e reflexões sobre ensino, pesquisa e extensão; 1356-1362 Diversitas Journal; Vol. 6 Núm. 1 (2021): Práticas e reflexões sobre ensino, pesquisa e extensão; 1356-1362 Diversitas Journal; v. 6 n. 1 (2021): Práticas e reflexões sobre ensino, pesquisa e extensão; 1356-1362 2525-5215 10.17648/diversitas-journal-v6i1 reponame:Diversitas Journal instname:Universidade Estadual de Alagoas (UNEAL) instacron:UNEAL |
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Universidade Estadual de Alagoas (UNEAL) |
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UNEAL |
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UNEAL |
reponame_str |
Diversitas Journal |
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Diversitas Journal |
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Diversitas Journal - Universidade Estadual de Alagoas (UNEAL) |
repository.mail.fl_str_mv |
revistadiversitasjournal@gmail.com |
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