Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Tracanella, Aline Tafarelo
 |
| Orientador(a): |
Bianchini, Barbara Lutaif |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação Matemática
|
| Departamento: |
Faculdade de Ciências Exatas e Tecnologia
|
| País: |
Brasil
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tede2.pucsp.br/handle/handle/21279
|
Resumo: |
As soon as children begin their school life, they already carry with them an idea about the numbers and operation of the Decimal Number System (DNS). However, this knowledge need to be systematized, extended and deepened appropriately in order to assist in the construction of other mathematical concepts. Given this problem, the present research aims to investigate the mobilized knowledge of the positional value in the DNS and the understanding of the characteristics of number zero in the same system by students of the fourth year of Elementary School. Therefore, it is done a brief historical context to rescue how the development of this kind of knowledge by ancient people has developed over time. As theoretical contributions, it is used the researches of Piaget & Szeminska, and of Kamii on the constructions of the number concept by the students. Regarding to the acquisition of the properties of the DNS, it is discussed the researches of Fayol, Lerner & Sadovsky as well as Zunino, who also studies the issue of the number zero in this system. To achieve the research objective, it is adopted the qualitative methodology, since the focus of it is on the mobilized knowledge by the students in the search for a solution to proposed activities. It was also developed an instrument with six exercises involving the positional value and the number zero, based on the proposed sequence in the Brandt version. One week after an application of the instrument, it was conducted a semistructured interview, which was of very important to understand the answers provided by the students. In the analysis and discussion of the obtained data, it is understand that the students mobilized knowledge about the numerical sequence and the criteria of comparison pointed out by Lerner & Sadovsky. In addition to these mobilized knowledge, the participants also used the contextualization of activities to justify their responses, using a comparison with everyday situations, such as, for example, age observation among children. Regarding the number zero, it was analyzed the meanings attributed to this number by the students during interviews. During the research phases, all students stated that zero “worth nothing”, but they have provided justifications that meet the historical facts pointed out in the brief contextualization carried out in the third chapter of the research. It is also noted that the participants are building their knowledge about DNS, presenting an unstable knowledge that changes according to the question asked regarding the proposed situation. The results found in this research indicate that the work with DNS needs to be continuous throughout the initial years of Elementary School, as the students continue to build their knowledge about DNS and expand their understanding of the number zero in the years after the literacy cycle |
