Rational numbers in primary school in Portugal (1930-1974)
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Data de Publicação: | 2022 |
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/8667892 |
Resumo: | The work focuses on the approach to non-negative rational numbers explored in official curriculum documents and textbooks for the initial training courses of primary school teachers. The analysis was centered in the curricula of those courses, the primary education curricula and four manuals by reference authors in teacher training in Portugal, at the time. A document analysis was carried out, with a historical perspective. The first approach and definition of rational numbers is done through the measurement of quantities, but, implicitly, the manuals also present different meanings for fractions in context. In the manuals the importance given to the different representations is highlighted, for the presentation of the definition of rational number and in two of these manuals the importance given to the different contexts for the fractions is highlighted. The analysed manuals follow the instructions of the official documents, in the proposed approach to rational numbers. However, it is also possible to observe some autonomy of the authors of the manuals in relation to the official curricular documents. |
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Rational numbers in primary school in Portugal (1930-1974)Os números racionais no ensino primário em Portugal (1930-1974)Formação de professoresEnsino primárioNúmeros racionais não negativosHistória da educação matemáticaTeacher trainingPrimary schoolNon-negative rational numbersHistory of mathematics educationThe work focuses on the approach to non-negative rational numbers explored in official curriculum documents and textbooks for the initial training courses of primary school teachers. The analysis was centered in the curricula of those courses, the primary education curricula and four manuals by reference authors in teacher training in Portugal, at the time. A document analysis was carried out, with a historical perspective. The first approach and definition of rational numbers is done through the measurement of quantities, but, implicitly, the manuals also present different meanings for fractions in context. In the manuals the importance given to the different representations is highlighted, for the presentation of the definition of rational number and in two of these manuals the importance given to the different contexts for the fractions is highlighted. The analysed manuals follow the instructions of the official documents, in the proposed approach to rational numbers. However, it is also possible to observe some autonomy of the authors of the manuals in relation to the official curricular documents.O trabalho analisa a abordagem aos números racionais não negativos presentes nos documentos curriculares oficiais e nos manuais do curso de formação inicial dos professores do ensino primário. Analisaram-se os programas destes cursos, os programas do ensino primário e quatro manuais de autores de referência na formação de professores em Portugal, na época. Fez-se uma análise documental, com uma perspetiva histórica. A primeira abordagem e definição dos números racionais é feita através da medição de grandezas, mas, os manuais também apresentam diferentes significados para as frações nos exemplos com contexto. Nos manuais destaca-se a importância atribuída às diferentes representações, para a apresentação da definição de número racional e em dois destes manuais releva-se os diferentes contextos para as frações. Os manuais analisados seguem as indicações dos programas na abordagem proposta aos números racionais, no entanto, alguns autores evidenciam aspetos diferentes na abordagem que fazem a estes números.Universidade Estadual de Campinas2022-05-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/866789210.20396/zet.v30i00.8667892Zetetike; Vol. 30 (2022): Publicação Contínua; e022011Zetetike; Vol. 30 (2022): Publicação Contínua; e022011Zetetike; v. 30 (2022): Publicação Contínua; e0220112176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8667892/28934https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8667892/28935Portugal; 1844-1974 Portugal; 1844-1974Copyright (c) 2022 Zetetikéhttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessCandeias, Rui Pedro Campos Bento BarrosMonteiro, Maria Cecília Soares de MoraisAlmeida, Mária Cristina Ribeiro Correia de2024-01-16T16:28:23Zoai:ojs.periodicos.sbu.unicamp.br:article/8667892Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2024-01-16T16:28:23Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false |
dc.title.none.fl_str_mv |
Rational numbers in primary school in Portugal (1930-1974) Os números racionais no ensino primário em Portugal (1930-1974) |
title |
Rational numbers in primary school in Portugal (1930-1974) |
spellingShingle |
Rational numbers in primary school in Portugal (1930-1974) Candeias, Rui Pedro Campos Bento Barros Formação de professores Ensino primário Números racionais não negativos História da educação matemática Teacher training Primary school Non-negative rational numbers History of mathematics education |
title_short |
Rational numbers in primary school in Portugal (1930-1974) |
title_full |
Rational numbers in primary school in Portugal (1930-1974) |
title_fullStr |
Rational numbers in primary school in Portugal (1930-1974) |
title_full_unstemmed |
Rational numbers in primary school in Portugal (1930-1974) |
title_sort |
Rational numbers in primary school in Portugal (1930-1974) |
author |
Candeias, Rui Pedro Campos Bento Barros |
author_facet |
Candeias, Rui Pedro Campos Bento Barros Monteiro, Maria Cecília Soares de Morais Almeida, Mária Cristina Ribeiro Correia de |
author_role |
author |
author2 |
Monteiro, Maria Cecília Soares de Morais Almeida, Mária Cristina Ribeiro Correia de |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Candeias, Rui Pedro Campos Bento Barros Monteiro, Maria Cecília Soares de Morais Almeida, Mária Cristina Ribeiro Correia de |
dc.subject.por.fl_str_mv |
Formação de professores Ensino primário Números racionais não negativos História da educação matemática Teacher training Primary school Non-negative rational numbers History of mathematics education |
topic |
Formação de professores Ensino primário Números racionais não negativos História da educação matemática Teacher training Primary school Non-negative rational numbers History of mathematics education |
description |
The work focuses on the approach to non-negative rational numbers explored in official curriculum documents and textbooks for the initial training courses of primary school teachers. The analysis was centered in the curricula of those courses, the primary education curricula and four manuals by reference authors in teacher training in Portugal, at the time. A document analysis was carried out, with a historical perspective. The first approach and definition of rational numbers is done through the measurement of quantities, but, implicitly, the manuals also present different meanings for fractions in context. In the manuals the importance given to the different representations is highlighted, for the presentation of the definition of rational number and in two of these manuals the importance given to the different contexts for the fractions is highlighted. The analysed manuals follow the instructions of the official documents, in the proposed approach to rational numbers. However, it is also possible to observe some autonomy of the authors of the manuals in relation to the official curricular documents. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-05-26 |
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/8667892 10.20396/zet.v30i00.8667892 |
url |
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8667892 |
identifier_str_mv |
10.20396/zet.v30i00.8667892 |
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/8667892/28934 https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8667892/28935 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Zetetiké https://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Zetetiké https://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.coverage.none.fl_str_mv |
Portugal; 1844-1974 Portugal; 1844-1974 |
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. 30 (2022): Publicação Contínua; e022011 Zetetike; Vol. 30 (2022): Publicação Contínua; e022011 Zetetike; v. 30 (2022): Publicação Contínua; e022011 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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1798329593261719552 |