Percentage in rational number learning with understanding
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | , |
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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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 |
_version_ |
1798329592357847040 |