Objetos de aprendizagem para o desenvolvimento do pensamento algébrico no ensino fundamental

• Ano de defesa: 2007
• Autor(a) principal: Freire, Raquel Santiago
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: www.teses.ufc.br
• Palavras-chave em Português: Educação matemática; Objetos de aprendizagem; Álgebra inicial; Conceitos algébricos; Mathematics education; Learning objects; Early algebra; Algebraical concepts; Aprendizagem por atividades - Fortaleza(CE); Álgebra - Ensino auxiliado por computador; Álgebra - Estudo e ensino - Fortaleza(CE)
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/3219

Recent results from standardized tests such as SAEB (National Evaluation System of K-12 Education) shown that students are not developing mathematical concepts accordingly to the grade they are concluding. Generally, the reason is a teaching approach meaningless which emphasize only symbolic manipulation. Results from research in Mathematics Education and Instructional Technology shown that computer environments can help in the development of mathematical concepts. These environments allow for the students to conduct simulations and new ways of mental representation. Some of these current environments are called learning objects. The present study aims to investigate how these objects can contribute in the development of the algebraical thought in the early school years, a recent trend, since usually students are introduced to algebra in the 7th grade. The research was conducted in a public school in the city of Fortaleza, CE, Brazil with 3rd and 5th grade students. Students were interviewed while solving algebraical problems using a variety of manipulative, written problems and learning objects, specifically design for the study. The results shown that students can overcome conceptual obstacles about algebra during the proposed situations. They developed a series of solving problems strategies which can later facilitate the comprehension of more advanced algebraical concepts. The results should contribute to the design of activities for helping the development of algebraical concepts in the early school years.