Fostering Representational Flexibility in the Mathematical Working Space of Rational Numbers
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Data de Publicação: | 2016 |
Outros Autores: | , , , |
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/11312 |
Resumo: | The study focuses on the cognitive level of Mathematical Working Space (MWS) and the component of the epistemological level related to semiotic representations in two mathematical domains of rational numbers: fraction and decimal number addition. Within this scope, it aims to explore how representational flexibility develops over time. A similar developmental pattern of four distinct hierarchical levels of student representational flexibility in both domains is identified. The findings indicate that the genesis of the semiotic axis in fraction and decimal addition is not automatic, but a long process of developmental steps that could be referred to as MWS1, MWS2, MWS3, MWS4 (final). There is not a clear and stable correspondence between developmental levels of representational flexibility and school grades. Didactical implications in order to foster representational flexibility in the MWS of fraction and decimal addition are discussed. |
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Fostering Representational Flexibility in the Mathematical Working Space of Rational NumbersRepresentational Flexibility. Mathematical Working Space. Fractions. Decimals.The study focuses on the cognitive level of Mathematical Working Space (MWS) and the component of the epistemological level related to semiotic representations in two mathematical domains of rational numbers: fraction and decimal number addition. Within this scope, it aims to explore how representational flexibility develops over time. A similar developmental pattern of four distinct hierarchical levels of student representational flexibility in both domains is identified. The findings indicate that the genesis of the semiotic axis in fraction and decimal addition is not automatic, but a long process of developmental steps that could be referred to as MWS1, MWS2, MWS3, MWS4 (final). There is not a clear and stable correspondence between developmental levels of representational flexibility and school grades. Didactical implications in order to foster representational flexibility in the MWS of fraction and decimal addition are discussed.UNESP - Campus de Rio Claro - Instituto de Geociências e Ciências Exatas2016-04-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/11312Bolema: Boletim de Educação Matemática; v. 30 n. 54 (2016); 287-3071980-44150103-636Xreponame:Bolema: Boletim de Educação Matemáticainstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporhttps://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/11312/7497Copyright (c) 2016 Bolema - Boletim de Educação Matemáticainfo:eu-repo/semantics/openAccessGagatsis, AthanasiosDeliyianni, EleniElia, IliadaPanaoura, AretiMichael-Chrysanthou, Paraskevi2016-05-25T02:03:48Zoai:periodicos.rc.biblioteca.unesp.br:article/11312Revistahttps://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:2016-05-25T02:03:48Bolema: Boletim de Educação Matemática - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Fostering Representational Flexibility in the Mathematical Working Space of Rational Numbers |
title |
Fostering Representational Flexibility in the Mathematical Working Space of Rational Numbers |
spellingShingle |
Fostering Representational Flexibility in the Mathematical Working Space of Rational Numbers Gagatsis, Athanasios Representational Flexibility. Mathematical Working Space. Fractions. Decimals. |
title_short |
Fostering Representational Flexibility in the Mathematical Working Space of Rational Numbers |
title_full |
Fostering Representational Flexibility in the Mathematical Working Space of Rational Numbers |
title_fullStr |
Fostering Representational Flexibility in the Mathematical Working Space of Rational Numbers |
title_full_unstemmed |
Fostering Representational Flexibility in the Mathematical Working Space of Rational Numbers |
title_sort |
Fostering Representational Flexibility in the Mathematical Working Space of Rational Numbers |
author |
Gagatsis, Athanasios |
author_facet |
Gagatsis, Athanasios Deliyianni, Eleni Elia, Iliada Panaoura, Areti Michael-Chrysanthou, Paraskevi |
author_role |
author |
author2 |
Deliyianni, Eleni Elia, Iliada Panaoura, Areti Michael-Chrysanthou, Paraskevi |
author2_role |
author author author author |
dc.contributor.author.fl_str_mv |
Gagatsis, Athanasios Deliyianni, Eleni Elia, Iliada Panaoura, Areti Michael-Chrysanthou, Paraskevi |
dc.subject.por.fl_str_mv |
Representational Flexibility. Mathematical Working Space. Fractions. Decimals. |
topic |
Representational Flexibility. Mathematical Working Space. Fractions. Decimals. |
description |
The study focuses on the cognitive level of Mathematical Working Space (MWS) and the component of the epistemological level related to semiotic representations in two mathematical domains of rational numbers: fraction and decimal number addition. Within this scope, it aims to explore how representational flexibility develops over time. A similar developmental pattern of four distinct hierarchical levels of student representational flexibility in both domains is identified. The findings indicate that the genesis of the semiotic axis in fraction and decimal addition is not automatic, but a long process of developmental steps that could be referred to as MWS1, MWS2, MWS3, MWS4 (final). There is not a clear and stable correspondence between developmental levels of representational flexibility and school grades. Didactical implications in order to foster representational flexibility in the MWS of fraction and decimal addition are discussed. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-04-17 |
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/11312 |
url |
https://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/11312 |
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/11312/7497 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2016 Bolema - Boletim de Educação Matemática info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 Bolema - Boletim de Educação Matemática |
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. 30 n. 54 (2016); 287-307 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_ |
1800215876717248512 |