Teaching of mathematics: contributions of additive structures in troubleshooting and records of semiotic representation

Detalhes bibliográficos
Autor(a) principal: Lima, Dina Séfora Santana Menezes
Data de Publicação: 2019
Outros Autores: Barroso, Maria Cleide da Silva, Holanda, Francisca Helena de Oliveira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/1305
Resumo: In this paper we will discuss the contributions of Gérard Vergnaud's Theory of Conceptual Fields and the importance of Raymond Duval's Theory of Semiotics. For this, we present the general objective of the article: Analyze the contributions of Conceptual Fields and the theory of Semiotic Representation. The methodology used includes an analysis by means of a theoretical and bibliographic examination of studies already carried out, punctuating the research trends that approach the subject in focus, such as the didactic use of these theories in the operationalization of the activities, thus obtaining an understanding of the learning process and the construction of mathematical knowledge of the student. Finally, we conclude that Mathematics teaching allows us to predict more efficient ways of working on content, overcoming basic conceptual difficulties in relation to fundamental operations, ratifying the necessity and importance of teacher training in the initial years, to allow greater robustness and deepening of knowledge in the area.
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spelling Teaching of mathematics: contributions of additive structures in troubleshooting and records of semiotic representationEnseñanza de la matemática: contribuciones de las estructuras aditivas en la resolución de problemas y los registros de representación semióticaEnsino da Matemática: contribuições das estruturas aditivas na resolução de problemas e os registros de representação semióticaConceptual field theoryadditive structuresteacher trainingsemiotic representationstroubleshooting.Teoría de los campos conceptualesestructuras aditivasformación de profesoresrepresentaciones semioticassolución de problemas.Teoria dos campos conceituaisestruturas aditivasformação de professoresrepresentações semióticasresolução de problemas.In this paper we will discuss the contributions of Gérard Vergnaud's Theory of Conceptual Fields and the importance of Raymond Duval's Theory of Semiotics. For this, we present the general objective of the article: Analyze the contributions of Conceptual Fields and the theory of Semiotic Representation. The methodology used includes an analysis by means of a theoretical and bibliographic examination of studies already carried out, punctuating the research trends that approach the subject in focus, such as the didactic use of these theories in the operationalization of the activities, thus obtaining an understanding of the learning process and the construction of mathematical knowledge of the student. Finally, we conclude that Mathematics teaching allows us to predict more efficient ways of working on content, overcoming basic conceptual difficulties in relation to fundamental operations, ratifying the necessity and importance of teacher training in the initial years, to allow greater robustness and deepening of knowledge in the area.En este artículo discutiremos las contribuciones de la teoría de los Campos Conceptuales de Gérard Vergnaud y la importancia que la Teoría de la Representación Semiótica, de Raymond Duval. Para ello, presentamos como objetivo general del artículo: Analizar las contribuciones de los Campos Conceptuales y la teoría de la Representación Semiótica. La metodología utilizada comprende un análisis por medio de examen teórico y bibliográfico sobre estudios ya realizados, puntuando las tendencias de las investigaciones que abordan el tema en foco, como el uso didáctico de estas teorías en la operacionalización de las actividades, obteniendo así la comprensión del proceso de aprendizaje y la construcción del conocimiento matemático del alumno. Por último, concluimos que la enseñanza de la Matemática, permite prever formas más eficientes de trabajar los contenidos, superando dificultades conceptuales básicas en relación a las operaciones fundamentales, ratificando la necesidad e importancia de la formación de profesores en los años iniciales posibilitar mayor robustez y profundización del conocimiento en la comunicación el área arriba mencionada.Neste artigo discutiremos as contribuições da teoria dos Campos Conceituais de Gérard Vergnaud e a importância que a Teoria da Representação Semiótica, de Raymond Duval. Para tanto, apresentamos como objetivo geral do artigo: Analisar as contribuições dos Campos Conceituais e a teoria da Representação Semiótica. A metodologia utilizada compreende uma análise por meio de exame teórico e bibliográfico sobre estudos já realizados, pontuando as tendências das pesquisas que abordam o assunto em foco, como o uso didático destas teorias na operacionalização das atividades, obtendo assim, a compreensão do processo de aprendizagem e a construção do conhecimento matemático do aluno. Por fim, concluimos que o ensino da Matemática, permite prever formas mais eficientes de trabalhar os conteúdos, superando dificuldades conceituais básicas em relação às operações fundamentais, ratificando a necessidade e importância da formação de professores nos anos iniciais possibilitar maior robustez e aprofundamento do conhecimento na área supracitada.Research, Society and Development2019-06-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/130510.33448/rsd-v8i10.1305Research, Society and Development; Vol. 8 No. 10; e028101305Research, Society and Development; Vol. 8 Núm. 10; e028101305Research, Society and Development; v. 8 n. 10; e0281013052525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/1305/1074Copyright (c) 2019 Dina Séfora Santana Menezes Lima, Maria Cleide da Silva Barroso, Francisca Helena de Oliveira Holandainfo:eu-repo/semantics/openAccessLima, Dina Séfora Santana MenezesBarroso, Maria Cleide da SilvaHolanda, Francisca Helena de Oliveira2020-03-25T16:06:51Zoai:ojs.pkp.sfu.ca:article/1305Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:26:23.722984Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Teaching of mathematics: contributions of additive structures in troubleshooting and records of semiotic representation
Enseñanza de la matemática: contribuciones de las estructuras aditivas en la resolución de problemas y los registros de representación semiótica
Ensino da Matemática: contribuições das estruturas aditivas na resolução de problemas e os registros de representação semiótica
title Teaching of mathematics: contributions of additive structures in troubleshooting and records of semiotic representation
spellingShingle Teaching of mathematics: contributions of additive structures in troubleshooting and records of semiotic representation
Lima, Dina Séfora Santana Menezes
Conceptual field theory
additive structures
teacher training
semiotic representations
troubleshooting.
Teoría de los campos conceptuales
estructuras aditivas
formación de profesores
representaciones semioticas
solución de problemas.
Teoria dos campos conceituais
estruturas aditivas
formação de professores
representações semióticas
resolução de problemas.
title_short Teaching of mathematics: contributions of additive structures in troubleshooting and records of semiotic representation
title_full Teaching of mathematics: contributions of additive structures in troubleshooting and records of semiotic representation
title_fullStr Teaching of mathematics: contributions of additive structures in troubleshooting and records of semiotic representation
title_full_unstemmed Teaching of mathematics: contributions of additive structures in troubleshooting and records of semiotic representation
title_sort Teaching of mathematics: contributions of additive structures in troubleshooting and records of semiotic representation
author Lima, Dina Séfora Santana Menezes
author_facet Lima, Dina Séfora Santana Menezes
Barroso, Maria Cleide da Silva
Holanda, Francisca Helena de Oliveira
author_role author
author2 Barroso, Maria Cleide da Silva
Holanda, Francisca Helena de Oliveira
author2_role author
author
dc.contributor.author.fl_str_mv Lima, Dina Séfora Santana Menezes
Barroso, Maria Cleide da Silva
Holanda, Francisca Helena de Oliveira
dc.subject.por.fl_str_mv Conceptual field theory
additive structures
teacher training
semiotic representations
troubleshooting.
Teoría de los campos conceptuales
estructuras aditivas
formación de profesores
representaciones semioticas
solución de problemas.
Teoria dos campos conceituais
estruturas aditivas
formação de professores
representações semióticas
resolução de problemas.
topic Conceptual field theory
additive structures
teacher training
semiotic representations
troubleshooting.
Teoría de los campos conceptuales
estructuras aditivas
formación de profesores
representaciones semioticas
solución de problemas.
Teoria dos campos conceituais
estruturas aditivas
formação de professores
representações semióticas
resolução de problemas.
description In this paper we will discuss the contributions of Gérard Vergnaud's Theory of Conceptual Fields and the importance of Raymond Duval's Theory of Semiotics. For this, we present the general objective of the article: Analyze the contributions of Conceptual Fields and the theory of Semiotic Representation. The methodology used includes an analysis by means of a theoretical and bibliographic examination of studies already carried out, punctuating the research trends that approach the subject in focus, such as the didactic use of these theories in the operationalization of the activities, thus obtaining an understanding of the learning process and the construction of mathematical knowledge of the student. Finally, we conclude that Mathematics teaching allows us to predict more efficient ways of working on content, overcoming basic conceptual difficulties in relation to fundamental operations, ratifying the necessity and importance of teacher training in the initial years, to allow greater robustness and deepening of knowledge in the area.
publishDate 2019
dc.date.none.fl_str_mv 2019-06-27
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/1305
10.33448/rsd-v8i10.1305
url https://rsdjournal.org/index.php/rsd/article/view/1305
identifier_str_mv 10.33448/rsd-v8i10.1305
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/1305/1074
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 8 No. 10; e028101305
Research, Society and Development; Vol. 8 Núm. 10; e028101305
Research, Society and Development; v. 8 n. 10; e028101305
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
_version_ 1797052643941548032

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