Significance indications from different semiotic systems in the algebraic thinking

Detalhes bibliográficos
Autor(a) principal: Pereira, Jefferson Tadeu Godoi
Data de Publicação: 2022
Outros Autores: Nacarato, Adair Mendes
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8665274
Resumo: This article is an excerpt from an investigation carried out in a classroom in the 7th year of teaching elementary school in a state public school in the countryside of São Paulo.  It is an investigation of the own practice, with a qualitative approach, which is supported by the cultural historical psychology and studies of Luis Radford for the discussion of the elaboration of algebraic thinking. The purpose of this text is to analyze the evidence of the process of producing meanings with the use of different semiotic systems for the representation of algebraic thinking.  Lessons were videotaped based on the resolution of problems, focusing on the construction of algebraic generalizations, from the observation of symbolic-numeric sequences. The analysis of an interactive episode that occurred during the synthesis of the students' productions involving one of the proposed problems revealed signs of significance for the use of formal algebraic language.
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spelling Significance indications from different semiotic systems in the algebraic thinkingIndícios de significação a partir de diferentes sistemas semióticos no pensamento algébricoPensamento algébricoLinguagem algébricaEnsino fundamentalPerspectiva histórico-culturalElementary school18th centuryAlgebraic languageCultural historical psychologyThis article is an excerpt from an investigation carried out in a classroom in the 7th year of teaching elementary school in a state public school in the countryside of São Paulo.  It is an investigation of the own practice, with a qualitative approach, which is supported by the cultural historical psychology and studies of Luis Radford for the discussion of the elaboration of algebraic thinking. The purpose of this text is to analyze the evidence of the process of producing meanings with the use of different semiotic systems for the representation of algebraic thinking.  Lessons were videotaped based on the resolution of problems, focusing on the construction of algebraic generalizations, from the observation of symbolic-numeric sequences. The analysis of an interactive episode that occurred during the synthesis of the students' productions involving one of the proposed problems revealed signs of significance for the use of formal algebraic language.O presente artigo é recorte de uma investigação realizada em uma sala de aula do 7.° ano do ensino fundamental em uma escola pública estadual do interior de São Paulo. Trata-se de uma investigação da própria prática, de abordagem qualitativa, que se apoia na perspectiva histórico-cultural e nos estudos de Luis Radford para a discussão da elaboração do pensamento algébrico.  O objetivo deste texto é analisar os indícios do processo de produção de significados com a utilização de diferentes sistemas semióticos para a representação do pensamento algébrico. Foram videogravadas aulas pautadas na resolução de problemas, tendo como foco a construção de generalizações algébricas, a partir da observação de sequências simbólico-numéricas. A análise de um episódio interativo ocorrido durante o processo de síntese das produções dos alunos envolvendo um dos problemas propostos revelou indícios de significação para a utilização da linguagem algébrica formal.  Universidade Estadual de Campinas2022-12-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/866527410.20396/zet.v30i00.8665274Zetetike; Vol. 30 (2022): Publicação Contínua; e022021Zetetike; Vol. 30 (2022): Publicação Contínua; e022021Zetetike; v. 30 (2022): Publicação Contínua; e0220212176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8665274/30683https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8665274/30684Brazil; ConteporanyBrasil; ContemporâneoCopyright (c) 2022 Zetetikéhttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessPereira, Jefferson Tadeu GodoiNacarato, Adair Mendes2024-01-16T15:37:07Zoai:ojs.periodicos.sbu.unicamp.br:article/8665274Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2024-01-16T15:37:07Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Significance indications from different semiotic systems in the algebraic thinking
Indícios de significação a partir de diferentes sistemas semióticos no pensamento algébrico
title Significance indications from different semiotic systems in the algebraic thinking
spellingShingle Significance indications from different semiotic systems in the algebraic thinking
Pereira, Jefferson Tadeu Godoi
Pensamento algébrico
Linguagem algébrica
Ensino fundamental
Perspectiva histórico-cultural
Elementary school
18th century
Algebraic language
Cultural historical psychology
title_short Significance indications from different semiotic systems in the algebraic thinking
title_full Significance indications from different semiotic systems in the algebraic thinking
title_fullStr Significance indications from different semiotic systems in the algebraic thinking
title_full_unstemmed Significance indications from different semiotic systems in the algebraic thinking
title_sort Significance indications from different semiotic systems in the algebraic thinking
author Pereira, Jefferson Tadeu Godoi
author_facet Pereira, Jefferson Tadeu Godoi
Nacarato, Adair Mendes
author_role author
author2 Nacarato, Adair Mendes
author2_role author
dc.contributor.author.fl_str_mv Pereira, Jefferson Tadeu Godoi
Nacarato, Adair Mendes
dc.subject.por.fl_str_mv Pensamento algébrico
Linguagem algébrica
Ensino fundamental
Perspectiva histórico-cultural
Elementary school
18th century
Algebraic language
Cultural historical psychology
topic Pensamento algébrico
Linguagem algébrica
Ensino fundamental
Perspectiva histórico-cultural
Elementary school
18th century
Algebraic language
Cultural historical psychology
description This article is an excerpt from an investigation carried out in a classroom in the 7th year of teaching elementary school in a state public school in the countryside of São Paulo.  It is an investigation of the own practice, with a qualitative approach, which is supported by the cultural historical psychology and studies of Luis Radford for the discussion of the elaboration of algebraic thinking. The purpose of this text is to analyze the evidence of the process of producing meanings with the use of different semiotic systems for the representation of algebraic thinking.  Lessons were videotaped based on the resolution of problems, focusing on the construction of algebraic generalizations, from the observation of symbolic-numeric sequences. The analysis of an interactive episode that occurred during the synthesis of the students' productions involving one of the proposed problems revealed signs of significance for the use of formal algebraic language.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-14
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/8665274
10.20396/zet.v30i00.8665274
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8665274
identifier_str_mv 10.20396/zet.v30i00.8665274
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/8665274/30683
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8665274/30684
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 Brazil; Conteporany
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. 30 (2022): Publicação Contínua; e022021
Zetetike; Vol. 30 (2022): Publicação Contínua; e022021
Zetetike; v. 30 (2022): Publicação Contínua; e022021
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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