Construção de Conceitos Matemáticos na Educação Básica numa Abordagem Peirceana

Detalhes bibliográficos
Autor(a) principal: Santiago Manechine, Selma Rosana [UNESP]
Data de Publicação: 2010
Outros Autores: de Andrade Caldeira, Ana Maria [UNESP]
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Institucional da UNESP
Texto Completo: http://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/4296
http://hdl.handle.net/11449/8337
Resumo: Peircean semiotic analysis is employed to examine the construction/representation of signs-thinking of 32 early elementary school students regarding the concept of length measurement. The work consisted of developing concepts of standard unit, reading and interpretation of measurement by instruments, so that the mathematical language presented in the concrete materials was being signified and re-signified as a tool for perception and representation of new concepts. The pedagogical triad Feeling-Perceiving, Relating-Concept (F-P/R/C) co-related with the dynamism of the semiosis process, defined by Charles Sanders Peirce (1839-1914) in his semiotic theory on the production of the sign (Object, Representamen and Interpretant), enabled the interpretation and analysis of the students' inferences in the phase of perception (feel, admire), induction (experience), and deduction (concept).
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spelling Construção de Conceitos Matemáticos na Educação Básica numa Abordagem PeirceanaA Peircean Approach to the Construction of Mathematical Concepts in Elementary EducationPeircean SemioticMathematical LanguageBasic EducationPeircean semiotic analysis is employed to examine the construction/representation of signs-thinking of 32 early elementary school students regarding the concept of length measurement. The work consisted of developing concepts of standard unit, reading and interpretation of measurement by instruments, so that the mathematical language presented in the concrete materials was being signified and re-signified as a tool for perception and representation of new concepts. The pedagogical triad Feeling-Perceiving, Relating-Concept (F-P/R/C) co-related with the dynamism of the semiosis process, defined by Charles Sanders Peirce (1839-1914) in his semiotic theory on the production of the sign (Object, Representamen and Interpretant), enabled the interpretation and analysis of the students' inferences in the phase of perception (feel, admire), induction (experience), and deduction (concept).UNESP Bauru, Univ Estadual Paulista, Fac Ciencias, Dept Educ, BR-17033360 Bauru, SP, BrazilFIJ Fac Integradas Jau, SP Curso Matemat & Pedag, BR-17210430 Jau, SP, BrazilUNESP Bauru, Univ Estadual Paulista, Fac Ciencias, Dept Educ, BR-17033360 Bauru, SP, BrazilUniversidade Estadual Paulista (Unesp), Departamento de MatemáticaUniversidade Estadual Paulista (Unesp)Universidade de São Paulo (USP)Santiago Manechine, Selma Rosana [UNESP]de Andrade Caldeira, Ana Maria [UNESP]2014-05-20T13:26:03Z2014-05-20T13:26:03Z2010-01-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/article887-904application/pdfhttp://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/4296Bolema-mathematics Education Bulletin-boletim de Educacao Matematica. Rio Claro: Unesp-dept Mathematica, v. 23, n. 37, p. 887-904, 2010.0103-636Xhttp://hdl.handle.net/11449/8337WOS:000297797400006WOS000297797400006.pdfWeb of Sciencereponame:Repositório Institucional da UNESPinstname:Universidade Estadual Paulista (UNESP)instacron:UNESPporBolema-mathematics Education Bulletin-boletim de Educacao Matematicainfo:eu-repo/semantics/openAccess2024-04-24T14:40:19Zoai:repositorio.unesp.br:11449/8337Repositório InstitucionalPUBhttp://repositorio.unesp.br/oai/requestopendoar:29462024-08-05T15:07:17.671239Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)false
dc.title.none.fl_str_mv Construção de Conceitos Matemáticos na Educação Básica numa Abordagem Peirceana
A Peircean Approach to the Construction of Mathematical Concepts in Elementary Education
title Construção de Conceitos Matemáticos na Educação Básica numa Abordagem Peirceana
spellingShingle Construção de Conceitos Matemáticos na Educação Básica numa Abordagem Peirceana
Santiago Manechine, Selma Rosana [UNESP]
Peircean Semiotic
Mathematical Language
Basic Education
title_short Construção de Conceitos Matemáticos na Educação Básica numa Abordagem Peirceana
title_full Construção de Conceitos Matemáticos na Educação Básica numa Abordagem Peirceana
title_fullStr Construção de Conceitos Matemáticos na Educação Básica numa Abordagem Peirceana
title_full_unstemmed Construção de Conceitos Matemáticos na Educação Básica numa Abordagem Peirceana
title_sort Construção de Conceitos Matemáticos na Educação Básica numa Abordagem Peirceana
author Santiago Manechine, Selma Rosana [UNESP]
author_facet Santiago Manechine, Selma Rosana [UNESP]
de Andrade Caldeira, Ana Maria [UNESP]
author_role author
author2 de Andrade Caldeira, Ana Maria [UNESP]
author2_role author
dc.contributor.none.fl_str_mv Universidade Estadual Paulista (Unesp)
Universidade de São Paulo (USP)
dc.contributor.author.fl_str_mv Santiago Manechine, Selma Rosana [UNESP]
de Andrade Caldeira, Ana Maria [UNESP]
dc.subject.por.fl_str_mv Peircean Semiotic
Mathematical Language
Basic Education
topic Peircean Semiotic
Mathematical Language
Basic Education
description Peircean semiotic analysis is employed to examine the construction/representation of signs-thinking of 32 early elementary school students regarding the concept of length measurement. The work consisted of developing concepts of standard unit, reading and interpretation of measurement by instruments, so that the mathematical language presented in the concrete materials was being signified and re-signified as a tool for perception and representation of new concepts. The pedagogical triad Feeling-Perceiving, Relating-Concept (F-P/R/C) co-related with the dynamism of the semiosis process, defined by Charles Sanders Peirce (1839-1914) in his semiotic theory on the production of the sign (Object, Representamen and Interpretant), enabled the interpretation and analysis of the students' inferences in the phase of perception (feel, admire), induction (experience), and deduction (concept).
publishDate 2010
dc.date.none.fl_str_mv 2010-01-01
2014-05-20T13:26:03Z
2014-05-20T13:26:03Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/4296
Bolema-mathematics Education Bulletin-boletim de Educacao Matematica. Rio Claro: Unesp-dept Mathematica, v. 23, n. 37, p. 887-904, 2010.
0103-636X
http://hdl.handle.net/11449/8337
WOS:000297797400006
WOS000297797400006.pdf
url http://www.periodicos.rc.biblioteca.unesp.br/index.php/bolema/article/view/4296
http://hdl.handle.net/11449/8337
identifier_str_mv Bolema-mathematics Education Bulletin-boletim de Educacao Matematica. Rio Claro: Unesp-dept Mathematica, v. 23, n. 37, p. 887-904, 2010.
0103-636X
WOS:000297797400006
WOS000297797400006.pdf
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv Bolema-mathematics Education Bulletin-boletim de Educacao Matematica
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 887-904
application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual Paulista (Unesp), Departamento de Matemática
publisher.none.fl_str_mv Universidade Estadual Paulista (Unesp), Departamento de Matemática
dc.source.none.fl_str_mv Web of Science
reponame:Repositório Institucional da UNESP
instname:Universidade Estadual Paulista (UNESP)
instacron:UNESP
instname_str Universidade Estadual Paulista (UNESP)
instacron_str UNESP
institution UNESP
reponame_str Repositório Institucional da UNESP
collection Repositório Institucional da UNESP
repository.name.fl_str_mv Repositório Institucional da UNESP - Universidade Estadual Paulista (UNESP)
repository.mail.fl_str_mv
_version_ 1808128464997318656

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