Percentage in rational number learning with understanding

Detalhes bibliográficos
Autor(a) principal: Guerreiro, Helena Gil
Data de Publicação: 2018
Outros Autores: Serrazina, Lurdes, Ponte, João Pedro da
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8651281
Resumo: In this article we discuss the construction of conceptual knowledge of rational numbers by basic educationstudents in grades 3 and 4 as an integrated process with a focus on percentage. At an early stage of learningrational numbers, we aim to know what understanding students develop of the relational nature of percentageand how percentage contributes to this learning, considering an understanding of the relations among differentrational number representations. This study is based on a teaching-learning experience, following a design basedresearch methodology. Data was collected through participant observation, supported in a logbook, with audioand video recordings of the lessons and we analyze the dialogues and the productions of the students of a class.The results show that the students display an understanding of the relational nature of percentage and that the grasp of relationships and concepts involved in this notion contributes to building an understanding of themultiplicative nature of rational numbers.
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spelling Percentage in rational number learning with understandingA percentagem na aprendizagem com compreensão dos números racionaisAprendizagemNúmeros racionaisConhecimento conceptualRepresentaçõesPercentagemLearningRational numbersConceptual learningRepresentationsPercentageIn this article we discuss the construction of conceptual knowledge of rational numbers by basic educationstudents in grades 3 and 4 as an integrated process with a focus on percentage. At an early stage of learningrational numbers, we aim to know what understanding students develop of the relational nature of percentageand how percentage contributes to this learning, considering an understanding of the relations among differentrational number representations. This study is based on a teaching-learning experience, following a design basedresearch methodology. Data was collected through participant observation, supported in a logbook, with audioand video recordings of the lessons and we analyze the dialogues and the productions of the students of a class.The results show that the students display an understanding of the relational nature of percentage and that the grasp of relationships and concepts involved in this notion contributes to building an understanding of themultiplicative nature of rational numbers.Neste artigo discutimos a construção do conhecimento conceptual dos números racionais, por alunos do 3.º e 4.º ano do ensino básico, como processo integrado em que se privilegia a percentagem. Pretendemos perceber, numa etapa inicial da aprendizagem dos números racionais, que compreensão constroem os alunos da natureza relacional da percentagem e de que modo a percentagem contribui para essa aprendizagem, considerando uma compreensão das relações entre as diferentes representações os números racionais. Este estudo tem por base uma experiência de ensino, seguindo uma metodologia de Investigação Baseada em Design. Os dados foram recolhidos através da observação participante, apoiada num diário de bordo, e de gravações áudio e vídeo das aulas, sendo analisados os diálogos e as produções dos alunos de uma turma. Os resultados evidenciam que os alunos mostram compreender a natureza relacional da percentagem e que a compreensão das relações e conceitos envolvidos na noção de percentagem contribuem para a construção de um entendimento da natureza multiplicativa dos números racionais.Universidade Estadual de Campinas2018-06-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTexto info:eu-repo/semantics/otherapplication/pdfapplication/mswordhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/865128110.20396/zet.v26i2.8651281Zetetike; Vol. 26 No. 2 (2018): mai./ago.; 354-374Zetetike; Vol. 26 Núm. 2 (2018): mai./ago.; 354-374Zetetike; v. 26 n. 2 (2018): mai./ago.; 354-3742176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8651281/18157https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8651281/20449Brazil; ContemporaryBrasil; ContemporâneoCopyright (c) 2018 Zetetikehttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessGuerreiro, Helena GilSerrazina, LurdesPonte, João Pedro da2024-01-05T13:08:53Zoai:ojs.periodicos.sbu.unicamp.br:article/8651281Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2024-01-05T13:08:53Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Percentage in rational number learning with understanding
A percentagem na aprendizagem com compreensão dos números racionais
title Percentage in rational number learning with understanding
spellingShingle Percentage in rational number learning with understanding
Guerreiro, Helena Gil
Aprendizagem
Números racionais
Conhecimento conceptual
Representações
Percentagem
Learning
Rational numbers
Conceptual learning
Representations
Percentage
title_short Percentage in rational number learning with understanding
title_full Percentage in rational number learning with understanding
title_fullStr Percentage in rational number learning with understanding
title_full_unstemmed Percentage in rational number learning with understanding
title_sort Percentage in rational number learning with understanding
author Guerreiro, Helena Gil
author_facet Guerreiro, Helena Gil
Serrazina, Lurdes
Ponte, João Pedro da
author_role author
author2 Serrazina, Lurdes
Ponte, João Pedro da
author2_role author
author
dc.contributor.author.fl_str_mv Guerreiro, Helena Gil
Serrazina, Lurdes
Ponte, João Pedro da
dc.subject.por.fl_str_mv Aprendizagem
Números racionais
Conhecimento conceptual
Representações
Percentagem
Learning
Rational numbers
Conceptual learning
Representations
Percentage
topic Aprendizagem
Números racionais
Conhecimento conceptual
Representações
Percentagem
Learning
Rational numbers
Conceptual learning
Representations
Percentage
description In this article we discuss the construction of conceptual knowledge of rational numbers by basic educationstudents in grades 3 and 4 as an integrated process with a focus on percentage. At an early stage of learningrational numbers, we aim to know what understanding students develop of the relational nature of percentageand how percentage contributes to this learning, considering an understanding of the relations among differentrational number representations. This study is based on a teaching-learning experience, following a design basedresearch methodology. Data was collected through participant observation, supported in a logbook, with audioand video recordings of the lessons and we analyze the dialogues and the productions of the students of a class.The results show that the students display an understanding of the relational nature of percentage and that the grasp of relationships and concepts involved in this notion contributes to building an understanding of themultiplicative nature of rational numbers.
publishDate 2018
dc.date.none.fl_str_mv 2018-06-13
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/8651281
10.20396/zet.v26i2.8651281
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8651281
identifier_str_mv 10.20396/zet.v26i2.8651281
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/8651281/18157
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8651281/20449
dc.rights.driver.fl_str_mv Copyright (c) 2018 Zetetike
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Zetetike
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/msword
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. 26 No. 2 (2018): mai./ago.; 354-374
Zetetike; Vol. 26 Núm. 2 (2018): mai./ago.; 354-374
Zetetike; v. 26 n. 2 (2018): mai./ago.; 354-374
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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