SYMBOLIC REPRESENTATION IN THE COGNITIVE ACTIVITY OF YOUNG SCHOOLCHILDREN ON THE EXAMPLE OF MATHEMATICS

Detalhes bibliográficos
Autor(a) principal: Aleksander, Veraksa
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.
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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
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