Number sense in children: meaning of numbers, relative magnitude and numerical sequence

Detalhes bibliográficos
Autor(a) principal: Spinillo, Alina Galvão
Data de Publicação: 2021
Outros Autores: Correa, Jane, Cruz, Maria Soraia Silva
Tipo de documento: Artigo
Idioma: por
Título da fonte: Zetetiké (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8660951
Resumo: The present study examined, from a development perspective, three indicators of number sense: meaning of numbers, relative magnitude of digits in numbers and distance between numbers in the numerical sequence. Fifty children in the 1st and 2nd grade of elementary school performed three tasks, each related to one of these indicators. Cluster Analysis was used to define the profile of the participants regarding their understanding of number. Thus, they were divided into two groups: children with a good domain and those with a limited domain. The most skilled children performed better than the less skilled children in assigning meaning to numbers and in relation to the notion of the relative magnitude of the digits in numbers. However, assigning meaning to numbers was the most difficult task for participants in both profiles. The role played by formal and informal experiences in the mathematical knowledge of children is emphasized.
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spelling Number sense in children: meaning of numbers, relative magnitude and numerical sequenceSentido numérico em crianças: significado dos números, magnitude relativa e sequência numéricaNumber senseMeanings of numbersRelative magnitude of digitsNumerical sequenceSentido numéricoSignificados dos númerosMagnitude relativa dos dígitosSequência numéricaThe present study examined, from a development perspective, three indicators of number sense: meaning of numbers, relative magnitude of digits in numbers and distance between numbers in the numerical sequence. Fifty children in the 1st and 2nd grade of elementary school performed three tasks, each related to one of these indicators. Cluster Analysis was used to define the profile of the participants regarding their understanding of number. Thus, they were divided into two groups: children with a good domain and those with a limited domain. The most skilled children performed better than the less skilled children in assigning meaning to numbers and in relation to the notion of the relative magnitude of the digits in numbers. However, assigning meaning to numbers was the most difficult task for participants in both profiles. The role played by formal and informal experiences in the mathematical knowledge of children is emphasized.O presente estudo examinou, em uma perspectiva de desenvolvimento, três indicadores de sentido numérico: significado dos números, magnitude relativa dos dígitos em números e distância entre números na sequência numérica. Cinquenta crianças alunas do 1º e 2º ano do Ensino Fundamental realizaram três tarefas, cada uma relativa a um desses indicadores. Utilizou-se a Análise de Agrupamentos para definir o perfil dos participantes quanto ao conhecimento que apresentavam sobre números que foram divididos em dois grupos: crianças com um bom domínio e aquelas com um domínio limitado. As crianças mais habilidosas tiveram um melhor desempenho do que as menos habilidosas em atribuir significado aos números e em relação à noção da magnitude relativa dos dígitos em números. Contudo, atribuir significado aos números foi a tarefa mais difícil para os participantes de ambos os perfis. O papel desempenhado pelas experiências formais e informais no conhecimento matemático de crianças é enfatizado.Universidade Estadual de Campinas2021-10-20info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoinfo:eu-repo/semantics/otherapplication/pdfapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/866095110.20396/zet.v29i00.8660951Zetetike; Vol. 29 (2021): Publicação Contínua; e021023Zetetike; Vol. 29 (2021): Publicação Contínua; e021023Zetetike; v. 29 (2021): Publicação Contínua; e0210232176-1744reponame:Zetetiké (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8660951/27486https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8660951/27487Brazil; 21ts CenturyRecife; Século 21Copyright (c) 2021 Zetetikehttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessSpinillo, Alina GalvãoCorrea, JaneCruz, Maria Soraia Silva2024-01-23T13:32:26Zoai:ojs.periodicos.sbu.unicamp.br:article/8660951Revistahttp://www.fe.unicamp.br/zetetike/PUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/oaizetetike@unicamp.br2176-17440104-4877opendoar:2024-01-23T13:32:26Zetetiké (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Number sense in children: meaning of numbers, relative magnitude and numerical sequence
Sentido numérico em crianças: significado dos números, magnitude relativa e sequência numérica
title Number sense in children: meaning of numbers, relative magnitude and numerical sequence
spellingShingle Number sense in children: meaning of numbers, relative magnitude and numerical sequence
Spinillo, Alina Galvão
Number sense
Meanings of numbers
Relative magnitude of digits
Numerical sequence
Sentido numérico
Significados dos números
Magnitude relativa dos dígitos
Sequência numérica
title_short Number sense in children: meaning of numbers, relative magnitude and numerical sequence
title_full Number sense in children: meaning of numbers, relative magnitude and numerical sequence
title_fullStr Number sense in children: meaning of numbers, relative magnitude and numerical sequence
title_full_unstemmed Number sense in children: meaning of numbers, relative magnitude and numerical sequence
title_sort Number sense in children: meaning of numbers, relative magnitude and numerical sequence
author Spinillo, Alina Galvão
author_facet Spinillo, Alina Galvão
Correa, Jane
Cruz, Maria Soraia Silva
author_role author
author2 Correa, Jane
Cruz, Maria Soraia Silva
author2_role author
author
dc.contributor.author.fl_str_mv Spinillo, Alina Galvão
Correa, Jane
Cruz, Maria Soraia Silva
dc.subject.por.fl_str_mv Number sense
Meanings of numbers
Relative magnitude of digits
Numerical sequence
Sentido numérico
Significados dos números
Magnitude relativa dos dígitos
Sequência numérica
topic Number sense
Meanings of numbers
Relative magnitude of digits
Numerical sequence
Sentido numérico
Significados dos números
Magnitude relativa dos dígitos
Sequência numérica
description The present study examined, from a development perspective, three indicators of number sense: meaning of numbers, relative magnitude of digits in numbers and distance between numbers in the numerical sequence. Fifty children in the 1st and 2nd grade of elementary school performed three tasks, each related to one of these indicators. Cluster Analysis was used to define the profile of the participants regarding their understanding of number. Thus, they were divided into two groups: children with a good domain and those with a limited domain. The most skilled children performed better than the less skilled children in assigning meaning to numbers and in relation to the notion of the relative magnitude of the digits in numbers. However, assigning meaning to numbers was the most difficult task for participants in both profiles. The role played by formal and informal experiences in the mathematical knowledge of children is emphasized.
publishDate 2021
dc.date.none.fl_str_mv 2021-10-20
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/8660951
10.20396/zet.v29i00.8660951
url https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8660951
identifier_str_mv 10.20396/zet.v29i00.8660951
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/8660951/27486
https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8660951/27487
dc.rights.driver.fl_str_mv Copyright (c) 2021 Zetetike
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Zetetike
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; 21ts Century
Recife; Século 21
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. 29 (2021): Publicação Contínua; e021023
Zetetike; Vol. 29 (2021): Publicação Contínua; e021023
Zetetike; v. 29 (2021): Publicação Contínua; e021023
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_ 1798329592975458304

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