Professionals applying Mathematics: advances and limits in calculations with decimal numbers

Detalhes bibliográficos
Autor(a) principal: Cavalcante, Maria José Gomes
Data de Publicação: 2014
Outros Autores: Borba, Rute Elisabete de Souza Rosa
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646568
Resumo: This study aimed to investigate the knowledge of students from Youth and Adults Education Program regarding decimal numbers. Participants were students in initial process of education with different professions. Eight students (bricklayers and carpenters) solved 12 situations that involved the concepts of area and perimeter, in contexts of civil construction, carpentry and agriculture. Through Piagetian clinical interviews, it was observed that bricklayers and carpenters experiences were significant in relation to strategy elaboration and arithmetic operations with decimal numbers to solve problems, both in familiar and unfamiliar situations. Nevertheless, some errors were identified in some  numerical calculus performed by participants, which mainly involved multiplication and subtraction. Thus, it is evident the need for the Youth and Adults Education Program to take advantage of strategies applied by students in their professional practices, considering they have difficulties to be overcomed and the school may contribute in this process.
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spelling Professionals applying Mathematics: advances and limits in calculations with decimal numbersProfissionais fazendo matemática: avanços e limites nos cálculos com números decimaisOperationsProfessional practiceDecimal numbersDifferent contextsInitial adult educationInitial adult educationprofessional practicedecimal numbersoperationsEJAPrática profissionalNúmeros decimaisContextos diversificadosOperaçõesEJAprática profissionalnúmeros decimaisThis study aimed to investigate the knowledge of students from Youth and Adults Education Program regarding decimal numbers. Participants were students in initial process of education with different professions. Eight students (bricklayers and carpenters) solved 12 situations that involved the concepts of area and perimeter, in contexts of civil construction, carpentry and agriculture. Through Piagetian clinical interviews, it was observed that bricklayers and carpenters experiences were significant in relation to strategy elaboration and arithmetic operations with decimal numbers to solve problems, both in familiar and unfamiliar situations. Nevertheless, some errors were identified in some  numerical calculus performed by participants, which mainly involved multiplication and subtraction. Thus, it is evident the need for the Youth and Adults Education Program to take advantage of strategies applied by students in their professional practices, considering they have difficulties to be overcomed and the school may contribute in this process.O estudo teve como objetivo investigar os conhecimentos sobre números decimais de estudantes da Educação de Jovens e Adultos (EJA) que exercem diferentes profissões. Participaram oito estudantes (pedreiros e marceneiros) que resolveram 12 questões, envolvendo os conceitos de área e de perímetro, inseridos nos contextos de construção civil, marcenaria e agricultura. Por meio de entrevistas clínicas piagetianas, observamos que a experiência dos pedreiros e marceneiros mostrou-se significativa, em relação à elaboração de estratégias e às operações com números decimais para a resolução dos problemas, em contextos que lhes eram familiares e não familiares. Entretanto, alguns erros foram identificados nos cálculos numéricos realizados por alguns participantes, envolvendo, principalmente, a multiplicação e a subtração. Evidencia-se, portanto, tanto, a necessidade da escola aproveitar no ensino na EJA de estratégias utilizadas pelos estudantes nas suas práticas profissionais, como a de considerar que há dificuldades a serem superadas pelos estudantes e contribuir neste processo.Universidade Estadual de Campinas2014-11-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/864656810.20396/zet.v22i42.8646568Zetetike; Vol. 22 No. 2 (2014): jul./dez. [42]; 89-122Zetetike; Vol. 22 Núm. 2 (2014): jul./dez. [42]; 89-122Zetetike; v. 22 n. 2 (2014): jul./dez. [42]; 89-1222176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646568/13468Brazil; ContemporaryBrasil; ContemporâneoCopyright (c) 2015 Zetetiké: Revista de Educação Matemáticahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessCavalcante, Maria José GomesBorba, Rute Elisabete de Souza Rosa2023-12-01T14:50:01Zoai:ojs.periodicos.sbu.unicamp.br:article/8646568Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2023-12-01T14:50:01Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Professionals applying Mathematics: advances and limits in calculations with decimal numbers
Profissionais fazendo matemática: avanços e limites nos cálculos com números decimais
title Professionals applying Mathematics: advances and limits in calculations with decimal numbers
spellingShingle Professionals applying Mathematics: advances and limits in calculations with decimal numbers
Cavalcante, Maria José Gomes
Operations
Professional practice
Decimal numbers
Different contexts
Initial adult education
Initial adult education
professional practice
decimal numbers
operations
EJA
Prática profissional
Números decimais
Contextos diversificados
Operações
EJA
prática profissional
números decimais
title_short Professionals applying Mathematics: advances and limits in calculations with decimal numbers
title_full Professionals applying Mathematics: advances and limits in calculations with decimal numbers
title_fullStr Professionals applying Mathematics: advances and limits in calculations with decimal numbers
title_full_unstemmed Professionals applying Mathematics: advances and limits in calculations with decimal numbers
title_sort Professionals applying Mathematics: advances and limits in calculations with decimal numbers
author Cavalcante, Maria José Gomes
author_facet Cavalcante, Maria José Gomes
Borba, Rute Elisabete de Souza Rosa
author_role author
author2 Borba, Rute Elisabete de Souza Rosa
author2_role author
dc.contributor.author.fl_str_mv Cavalcante, Maria José Gomes
Borba, Rute Elisabete de Souza Rosa
dc.subject.por.fl_str_mv Operations
Professional practice
Decimal numbers
Different contexts
Initial adult education
Initial adult education
professional practice
decimal numbers
operations
EJA
Prática profissional
Números decimais
Contextos diversificados
Operações
EJA
prática profissional
números decimais
topic Operations
Professional practice
Decimal numbers
Different contexts
Initial adult education
Initial adult education
professional practice
decimal numbers
operations
EJA
Prática profissional
Números decimais
Contextos diversificados
Operações
EJA
prática profissional
números decimais
description This study aimed to investigate the knowledge of students from Youth and Adults Education Program regarding decimal numbers. Participants were students in initial process of education with different professions. Eight students (bricklayers and carpenters) solved 12 situations that involved the concepts of area and perimeter, in contexts of civil construction, carpentry and agriculture. Through Piagetian clinical interviews, it was observed that bricklayers and carpenters experiences were significant in relation to strategy elaboration and arithmetic operations with decimal numbers to solve problems, both in familiar and unfamiliar situations. Nevertheless, some errors were identified in some  numerical calculus performed by participants, which mainly involved multiplication and subtraction. Thus, it is evident the need for the Youth and Adults Education Program to take advantage of strategies applied by students in their professional practices, considering they have difficulties to be overcomed and the school may contribute in this process.
publishDate 2014
dc.date.none.fl_str_mv 2014-11-03
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646568
10.20396/zet.v22i42.8646568
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646568
identifier_str_mv 10.20396/zet.v22i42.8646568
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646568/13468
dc.rights.driver.fl_str_mv Copyright (c) 2015 Zetetiké: Revista de Educação Matemática
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2015 Zetetiké: Revista de Educação Matemática
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.coverage.none.fl_str_mv Brazil; Contemporary
Brasil; Contemporâneo
dc.publisher.none.fl_str_mv Universidade Estadual de Campinas
publisher.none.fl_str_mv Universidade Estadual de Campinas
dc.source.none.fl_str_mv Zetetike; Vol. 22 No. 2 (2014): jul./dez. [42]; 89-122
Zetetike; Vol. 22 Núm. 2 (2014): jul./dez. [42]; 89-122
Zetetike; v. 22 n. 2 (2014): jul./dez. [42]; 89-122
2176-1744
reponame:Zetetiké (Online)
instname:Universidade Estadual de Campinas (UNICAMP)
instacron:UNICAMP
instname_str Universidade Estadual de Campinas (UNICAMP)
instacron_str UNICAMP
institution UNICAMP
reponame_str Zetetiké (Online)
collection Zetetiké (Online)
repository.name.fl_str_mv Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)
repository.mail.fl_str_mv zetetike@unicamp.br
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