Relations between Area and Perimeter in Plane Geometry: the role of observables and regulations in the construction of explanation

Detalhes bibliográficos
Autor(a) principal: Silva, João Alberto da
Data de Publicação: 2009
Tipo de documento: Artigo
Idioma: por
Título da fonte: Bolema: Boletim de Educação Matemática
Texto Completo: https://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/3300
Resumo: The teaching of plane geometry in elementary school is often lacking in meaning. Teachers choose teaching practices based on algorithms, without concern for the thinking processes involved in the construction of geometric thinking. This study is based on Genetic Epistemology to investigate how adolescents and adults who attended school, and were successful in learning geometry, construct explanations about problems involving the calculation of the area and the perimeter of plane figures. The data show that the interviewees are capable of doing the calculation with the algorithm, but very few show elaborated explanations. The explanatory models are the most varied, ranging from thinking based solely on perception to logical-mathematical explanations of the concepts involved. Keywords: Teaching of Geometry. Explanatory Models. Jean Piaget. Genetic Epistemology.
id UNESP-14_cd89ff062faa76dea0abd7eb5527ee2a
oai_identifier_str oai:periodicos.rc.biblioteca.unesp.br:article/3300
network_acronym_str UNESP-14
network_name_str Bolema: Boletim de Educação Matemática
repository_id_str
spelling Relations between Area and Perimeter in Plane Geometry: the role of observables and regulations in the construction of explanationAs Relações entre Área e Perímetro na Geometria Plana: o papel dos observáveis e das regulações na construção da explicaçãoEnsino de Geometria. Modelos Explicativos. Jean Piaget. Epistemologia Genética.The teaching of plane geometry in elementary school is often lacking in meaning. Teachers choose teaching practices based on algorithms, without concern for the thinking processes involved in the construction of geometric thinking. This study is based on Genetic Epistemology to investigate how adolescents and adults who attended school, and were successful in learning geometry, construct explanations about problems involving the calculation of the area and the perimeter of plane figures. The data show that the interviewees are capable of doing the calculation with the algorithm, but very few show elaborated explanations. The explanatory models are the most varied, ranging from thinking based solely on perception to logical-mathematical explanations of the concepts involved. Keywords: Teaching of Geometry. Explanatory Models. Jean Piaget. Genetic Epistemology.O ensino da geometria plana nas séries finais do Ensino Fundamental é, muitas vezes, desprovido de sentido. Os professores optam por práticas pedagógicas que se fundamentam em algoritmos, sem preocuparem-se com os processos de pensamento que estão envolvidos na construção do pensamento geométrico. Essa pesquisa vale-se da Epistemologia Genética para investigar como adolescentes e adultos, que freqüentaram a escola e obtiveram êxito na aprendizagem de geometria, elaboram explicações a propósito de problemas que envolvem o cálculo da área e do perímetro de figuras planas. Os dados indicam que a totalidade dos entrevistados é capaz de realizar o cálculo através do algoritmo, mas muito poucos apresentam explicações elaboradas. Os modelos explicativos são os mais variados e dirigem-se de um pensamento baseado exclusivamente na percepção até a explicação lógico-matemática dos conceitos envolvidos. Palavras-chave: Ensino de Geometria. Modelos Explicativos. Jean Piaget. Epistemologia Genética.UNESP - Campus de Rio Claro - Instituto de Geociências e Ciências Exatas2009-12-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/3300Bolema: Boletim de Educação Matemática; v. 22 n. 34 (2009); 81-1041980-44150103-636Xreponame:Bolema: Boletim de Educação Matemáticainstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/3300/2789Silva, João Alberto dainfo:eu-repo/semantics/openAccess2015-09-24T00:54:10Zoai:periodicos.rc.biblioteca.unesp.br:article/3300Revistahttps://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/PUBhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/oaibolema.contato@gmail.com||romiarka@gmail.com1980-44150103-636Xopendoar:2015-09-24T00:54:10Bolema: Boletim de Educação Matemática - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Relations between Area and Perimeter in Plane Geometry: the role of observables and regulations in the construction of explanation
As Relações entre Área e Perímetro na Geometria Plana: o papel dos observáveis e das regulações na construção da explicação
title Relations between Area and Perimeter in Plane Geometry: the role of observables and regulations in the construction of explanation
spellingShingle Relations between Area and Perimeter in Plane Geometry: the role of observables and regulations in the construction of explanation
Silva, João Alberto da
Ensino de Geometria. Modelos Explicativos. Jean Piaget. Epistemologia Genética.
title_short Relations between Area and Perimeter in Plane Geometry: the role of observables and regulations in the construction of explanation
title_full Relations between Area and Perimeter in Plane Geometry: the role of observables and regulations in the construction of explanation
title_fullStr Relations between Area and Perimeter in Plane Geometry: the role of observables and regulations in the construction of explanation
title_full_unstemmed Relations between Area and Perimeter in Plane Geometry: the role of observables and regulations in the construction of explanation
title_sort Relations between Area and Perimeter in Plane Geometry: the role of observables and regulations in the construction of explanation
author Silva, João Alberto da
author_facet Silva, João Alberto da
author_role author
dc.contributor.author.fl_str_mv Silva, João Alberto da
dc.subject.por.fl_str_mv Ensino de Geometria. Modelos Explicativos. Jean Piaget. Epistemologia Genética.
topic Ensino de Geometria. Modelos Explicativos. Jean Piaget. Epistemologia Genética.
description The teaching of plane geometry in elementary school is often lacking in meaning. Teachers choose teaching practices based on algorithms, without concern for the thinking processes involved in the construction of geometric thinking. This study is based on Genetic Epistemology to investigate how adolescents and adults who attended school, and were successful in learning geometry, construct explanations about problems involving the calculation of the area and the perimeter of plane figures. The data show that the interviewees are capable of doing the calculation with the algorithm, but very few show elaborated explanations. The explanatory models are the most varied, ranging from thinking based solely on perception to logical-mathematical explanations of the concepts involved. Keywords: Teaching of Geometry. Explanatory Models. Jean Piaget. Genetic Epistemology.
publishDate 2009
dc.date.none.fl_str_mv 2009-12-21
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://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/3300
url https://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/3300
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/3300/2789
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv UNESP - Campus de Rio Claro - Instituto de Geociências e Ciências Exatas
publisher.none.fl_str_mv UNESP - Campus de Rio Claro - Instituto de Geociências e Ciências Exatas
dc.source.none.fl_str_mv Bolema: Boletim de Educação Matemática; v. 22 n. 34 (2009); 81-104
1980-4415
0103-636X
reponame:Bolema: Boletim de Educação Matemática
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Bolema: Boletim de Educação Matemática
collection Bolema: Boletim de Educação Matemática
repository.name.fl_str_mv Bolema: Boletim de Educação Matemática - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv bolema.contato@gmail.com||romiarka@gmail.com
_version_ 1800215873584103424

Registros relacionados