Explorando a resoluÃÃo de problemas de estruturaaditiva usando diferentes tipos de representaÃÃes :reta numÃrica e material manipulativo

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

This study assessed the use of different types of representational resources (numerical straight line and manipulative material) in the solving of problems of additive structure in 39 children with an average age of 9 years and 4 months in primary education. The study consisted of a pretest, direct intervention, immediate posttest and later posttest. The children were divided into three groups of 13, who took part in different interventions in which each group had specific representational resources at its disposal to help the children in the mathematic calculations: Group 1 solved the problems presented using the printed numerical straight line; Group 2 solved the problems using cards; Group 3 solved the problems with the aid of calculations made with pencil and paper. In the pretest we noticed the pupilsâ lack of knowledge of the numerical straight line as a representational resource that may be of help in solving problems with an additive structure. The comparison between the pretest and the immediate posttest showed that the group that used the numerical straight line performed significantly better than the one that worked with the algorithm in the intervention. There was no significant difference between the group that used the numerical straight line (Group 1) and the one that used cards (Group 2) or between the group that used cards (Group 2) and the one that used the algorithm (Group 3). The results of the posttest also showed that, after experiencing the intervention, the subjects adhered in large numbers to the use of the numerical straight line. The results of the immediate posttest in relation to those of the later posttest revealed a stabilization in the results of the group that used the straight line (Group 1) and an improvement in the results of the groups that used cards (Group 2) and the algorithm (Group 3). We concluded that the numerical straight line is an additional representational recourse that can be of help in the process of solving problems with an additive structure, making it possible for pupils to reflect on the relations between the data of problems and the accompaniment of their own reasoning. We thus emphasize the importance of a school task that involves different representations and lays emphasis on children reflecting on their strategies and procedures in problem solving

ASSUNTO(S)

reta numÃrica material manipulativo recursos representacionais additive structures manipulative material ensino fundamental estruturas aditivas primary education educacao numerical straight line representational resources

ACESSO AO ARTIGO

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