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Pensamiento relacional en la escolarización de la jerarquía de operaciones y álgebra temprana en primaria | Revista Latinoamericana de Investigación en Matemática Educativa
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Artículos

Vol. 24 N.º 1 (2021): Março

Pensamiento relacional en la escolarización de la jerarquía de operaciones y álgebra temprana en primaria

DOI:
https://doi.org/10.12802/relime.21.2411
Publicado
2021-03-15

Resumo

O objetivo geral deste estudo foi promover o pensamento relacional na análise de expressões numéricas, por meio da ordem de operações, em alunos do terceiro ano do ensino fundamental. Uma sequência psicoeducacional foi desenhada com base na representação de propriedades numéricas e expressões de igualdade por equivalência, com base em atividades fenomenais (didática fenomenológica) e na aplicação da ordem de operações. Trinta alunos foram avaliados por meio de múltiplos indicadores de desempenho nos campos processual e conceitual. 71,43% dos alunos alcançaram um nível muito alto ou alto de aproveitamento nas tarefas de aplicação da ordem de operações. Os resultados são discutidos em termos da relação entre o pensamento relacional e as atividades fenomenais com o nível de realização da ordem das operações.

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