SYMBOLIC REPRESENTATION IN THE COGNITIVE ACTIVITY OF YOUNG SCHOOLCHILDREN ON THE EXAMPLE OF MATHEMATICS
Autor(a) principal: | |
---|---|
Data de Publicação: | 2014 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Poiésis (Tubarão. Online) |
Texto Completo: | https://portaldeperiodicos.animaeducacao.com.br/index.php/Poiesis/article/view/2047 |
Resumo: | In the paper, differences between sign-oriented representation and symbolic representation are discussed. The study explored perspectives of using symbolization to teach young schoolchildren the mathematical concept. The author recognizes relevant (that allows the proceeding to sign representation) and irrelevant symbolization. The three groups of young schoolchildren (N=49) were taught the mathematical concept of a function using different programs: traditional, employing sign representation and two experimental – based on relevant and irrelevant symbolizations. The experiment demonstrated that symbolic representation can facilitate mastering of the mathematical concept of a function if the content of symbol possesses structural interrelations that could be converted into sign form. |
id |
UNISUL-4_3797131c3d283adebd027e80d3e636cc |
---|---|
oai_identifier_str |
oai:portaldeperiodicos.animaeducacao.com.br:article/2047 |
network_acronym_str |
UNISUL-4 |
network_name_str |
Poiésis (Tubarão. Online) |
repository_id_str |
|
spelling |
SYMBOLIC REPRESENTATION IN THE COGNITIVE ACTIVITY OF YOUNG SCHOOLCHILDREN ON THE EXAMPLE OF MATHEMATICSREPRESENTACIÓN SIMBÓLICA EN LA ACTIVIDAD COGNITIVA DE NIÑOS EN EL EJEMPLO DE MATEMÁTICASYMBOLIC REPRESENTATION IN THE COGNITIVE ACTIVITY OF YOUNG SCHOOLCHILDREN ON THE EXAMPLE OF MATHEMATICSSymbolSignSymbolic imageCognitive development.SímboloSignoImagen simbólicaDesarrollo cognitivo.SymbolSignSymbolic imageCognitive development.In the paper, differences between sign-oriented representation and symbolic representation are discussed. The study explored perspectives of using symbolization to teach young schoolchildren the mathematical concept. The author recognizes relevant (that allows the proceeding to sign representation) and irrelevant symbolization. The three groups of young schoolchildren (N=49) were taught the mathematical concept of a function using different programs: traditional, employing sign representation and two experimental – based on relevant and irrelevant symbolizations. The experiment demonstrated that symbolic representation can facilitate mastering of the mathematical concept of a function if the content of symbol possesses structural interrelations that could be converted into sign form.En ese trabajo, las diferencias entre representaciones orientadas para signos y representaciones simbólicas son discutidas. El estudio exploro perspectivas del uso de simbolización para enseñar conceptos matemáticos para jóvenes estudiantes para enseñar. El autor reconoce simbolizaciones relevantes (que permiten el proceso de representación por signos) e irrelevantes. Fue enseñado a tres grupos de jóvenes estudiantes (N=49) el concepto matemático de una función utilizando diferentes métodos: tradicional, empleando representaciones por signos) e irrelevantes, y dos experimentales – basados en simbolizaciones relevantes e irrelevantes. El experimento demostró que la representación simbólica puede hacer más fácil el dominio de conceptos matemáticos de funciones si el contenido de símbolos poseer interrelaciones estructurales, que puedan ser convertidas en signos.In the paper, differences between sign-oriented representation and symbolic representation are discussed. The study explored perspectives of using symbolization to teach young schoolchildren the mathematical concept. The author recognizes relevant (that allows the proceeding to sign representation) and irrelevant symbolization. The three groups of young schoolchildren (N=49) were taught the mathematical concept of a function using different programs: traditional, employing sign representation and two experimental – based on relevant and irrelevant symbolizations. The experiment demonstrated that symbolic representation can facilitate mastering of the mathematical concept of a function if the content of symbol possesses structural interrelations that could be converted into sign form.Universidade do Sul de Santa Catarina2014-03-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Poiesis/article/view/204710.19177/prppge.v8e0201464-82Poiésis - Revista do Programa de Pós-Graduação em Educação; v. 8: nº Esp. (2014) - Estudos em Educação Matemática com Fundamentos na Teoria Histórico-Cultural; 64-822179-2534reponame:Poiésis (Tubarão. Online)instname:Universidade do Sul de Santa Catarina (UNISUL)instacron:UNISULporhttps://portaldeperiodicos.animaeducacao.com.br/index.php/Poiesis/article/view/2047/1437Aleksander, Veraksainfo:eu-repo/semantics/openAccess2016-07-18T17:40:07Zoai:portaldeperiodicos.animaeducacao.com.br:article/2047Revistahttp://www.portaldeperiodicos.unisul.br/index.php/PoiesisPRIhttp://www.portaldeperiodicos.unisul.br/index.php/Poiesis/oai||revistapoiesis@unisul.br2179-25342179-2534opendoar:2016-07-18T17:40:07Poiésis (Tubarão. Online) - Universidade do Sul de Santa Catarina (UNISUL)false |
dc.title.none.fl_str_mv |
SYMBOLIC REPRESENTATION IN THE COGNITIVE ACTIVITY OF YOUNG SCHOOLCHILDREN ON THE EXAMPLE OF MATHEMATICS REPRESENTACIÓN SIMBÓLICA EN LA ACTIVIDAD COGNITIVA DE NIÑOS EN EL EJEMPLO DE MATEMÁTICA SYMBOLIC REPRESENTATION IN THE COGNITIVE ACTIVITY OF YOUNG SCHOOLCHILDREN ON THE EXAMPLE OF MATHEMATICS |
title |
SYMBOLIC REPRESENTATION IN THE COGNITIVE ACTIVITY OF YOUNG SCHOOLCHILDREN ON THE EXAMPLE OF MATHEMATICS |
spellingShingle |
SYMBOLIC REPRESENTATION IN THE COGNITIVE ACTIVITY OF YOUNG SCHOOLCHILDREN ON THE EXAMPLE OF MATHEMATICS Aleksander, Veraksa Symbol Sign Symbolic image Cognitive development. Símbolo Signo Imagen simbólica Desarrollo cognitivo. Symbol Sign Symbolic image Cognitive development. |
title_short |
SYMBOLIC REPRESENTATION IN THE COGNITIVE ACTIVITY OF YOUNG SCHOOLCHILDREN ON THE EXAMPLE OF MATHEMATICS |
title_full |
SYMBOLIC REPRESENTATION IN THE COGNITIVE ACTIVITY OF YOUNG SCHOOLCHILDREN ON THE EXAMPLE OF MATHEMATICS |
title_fullStr |
SYMBOLIC REPRESENTATION IN THE COGNITIVE ACTIVITY OF YOUNG SCHOOLCHILDREN ON THE EXAMPLE OF MATHEMATICS |
title_full_unstemmed |
SYMBOLIC REPRESENTATION IN THE COGNITIVE ACTIVITY OF YOUNG SCHOOLCHILDREN ON THE EXAMPLE OF MATHEMATICS |
title_sort |
SYMBOLIC REPRESENTATION IN THE COGNITIVE ACTIVITY OF YOUNG SCHOOLCHILDREN ON THE EXAMPLE OF MATHEMATICS |
author |
Aleksander, Veraksa |
author_facet |
Aleksander, Veraksa |
author_role |
author |
dc.contributor.author.fl_str_mv |
Aleksander, Veraksa |
dc.subject.por.fl_str_mv |
Symbol Sign Symbolic image Cognitive development. Símbolo Signo Imagen simbólica Desarrollo cognitivo. Symbol Sign Symbolic image Cognitive development. |
topic |
Symbol Sign Symbolic image Cognitive development. Símbolo Signo Imagen simbólica Desarrollo cognitivo. Symbol Sign Symbolic image Cognitive development. |
description |
In the paper, differences between sign-oriented representation and symbolic representation are discussed. The study explored perspectives of using symbolization to teach young schoolchildren the mathematical concept. The author recognizes relevant (that allows the proceeding to sign representation) and irrelevant symbolization. The three groups of young schoolchildren (N=49) were taught the mathematical concept of a function using different programs: traditional, employing sign representation and two experimental – based on relevant and irrelevant symbolizations. The experiment demonstrated that symbolic representation can facilitate mastering of the mathematical concept of a function if the content of symbol possesses structural interrelations that could be converted into sign form. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014-03-21 |
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://portaldeperiodicos.animaeducacao.com.br/index.php/Poiesis/article/view/2047 10.19177/prppge.v8e0201464-82 |
url |
https://portaldeperiodicos.animaeducacao.com.br/index.php/Poiesis/article/view/2047 |
identifier_str_mv |
10.19177/prppge.v8e0201464-82 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://portaldeperiodicos.animaeducacao.com.br/index.php/Poiesis/article/view/2047/1437 |
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 |
Universidade do Sul de Santa Catarina |
publisher.none.fl_str_mv |
Universidade do Sul de Santa Catarina |
dc.source.none.fl_str_mv |
Poiésis - Revista do Programa de Pós-Graduação em Educação; v. 8: nº Esp. (2014) - Estudos em Educação Matemática com Fundamentos na Teoria Histórico-Cultural; 64-82 2179-2534 reponame:Poiésis (Tubarão. Online) instname:Universidade do Sul de Santa Catarina (UNISUL) instacron:UNISUL |
instname_str |
Universidade do Sul de Santa Catarina (UNISUL) |
instacron_str |
UNISUL |
institution |
UNISUL |
reponame_str |
Poiésis (Tubarão. Online) |
collection |
Poiésis (Tubarão. Online) |
repository.name.fl_str_mv |
Poiésis (Tubarão. Online) - Universidade do Sul de Santa Catarina (UNISUL) |
repository.mail.fl_str_mv |
||revistapoiesis@unisul.br |
_version_ |
1800218747601944576 |