Licenciatura em Matemática (Sede)
URI permanente desta comunidadehttps://arandu.ufrpe.br/handle/123456789/24
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APP - Artigo Publicado em Periódico
TAE - Trabalho Apresentado em Evento
TCC - Trabalho de Conclusão de Curso
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Item Um estudo sobre situações-problema de estrutura aditiva envolvendo números inteiros em livros didáticos do 7° ano do Ensino Fundamental à luz da Teoria dos Campos Conceituais(2021-07-29) Félix, Rafael Carneiro; Espíndola, Elisângela Bastos de Melo; http://lattes.cnpq.br/0367382856462792; http://lattes.cnpq.br/7908466724861549Ce travail vise à analyser les différentes situations-problèmes de structure additive dans les manuels de 7e année du collège, dans le récent Programme National de Manuels Scolaires (PNLD) 2020. Comme cadre théorique, nous utilisons la Théorie des Champs Conceptuels qui considère les types de situations-problèmes de structure additive: composition, transformation et comparaison. Dans la méthodologie, 11 manuels scolaires de la 7e année du PNLD 2020 ont été consultés. L'analyse a été construite sur la base des introductions du chapitre addition et soustraction de nombres entiers des manuels. Au cours de l'analyse, on peut identifier que dans les manuels a une pluralité de situations-problèmes de type transformation, mais les situations-problèmes de type composition sont moins fréquentes. Et celles de comparaison sont absentes des manuels.Item Significados atribuídos ao sinal de igualdade em sentenças de adição por estudantes do 6º ano do ensino fundamental(2022-06-09) Oliveira, Maria Eduarda Nunes de; Espíndola, Elisângela Bastos de Melo; http://lattes.cnpq.br/0367382856462792; http://lattes.cnpq.br/3351831899092744This research aims to analyze the meanings attributed by students of the 6th year of Elementary School on the equal sign in the resolution of addition sentences. In order to do so, we take as a theoretical-methodological reference studies that discuss the meanings of the equal sign in an operational and relational perspective. Data collection was performed using a diagnostic test with five questions with addition sentences. The test was applied in two classes of the 6th year of Elementary School in two private schools, one located in Olinda – PE and the other in Recife – PE. 19 students participated in the research. The test results show that most students, who made mistakes in solving sentences, presented the notion of the operational equality sign, as they understand that the equal sign is a direct indication of the result of an operation, that is, “operation = result". For those who attributed the meaning, in a relational perspective, to the equal sign, we can identify that most of them used arithmetic procedures both to determine the unknown term and to determine whether the sentence would be true or false, demonstrating dependence on the performance of arithmetic operations. involved in solving addition sentences.