Detalhes bibliográficos
| Ano de defesa: |
2010 |
| Autor(a) principal: |
QUEIROZ, Simone Moura
 |
| Orientador(a): |
SANTIAGO, Mônica Maria Lins |
| Banca de defesa: |
BORBA, Rute Elizabete Rosa,
ARAÚJO, Lúcia de Fátima,
GOMES, Cláudia Roberta de Araújo |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino das Ciências
|
| Departamento: |
Departamento de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/7463
|
Resumo: |
This dissertation work brings the analyses of the main difficulties related to solving arithmetic problems, included in the conceptual field of additive structures. Which comes to be a challenge those students from Young and Adults Education (Educação de Jovens e Adultos – EJA), modality has to deal with these groups in our study, consist of adolescent students. The “EJA”, which, the principle was the main goal of literacy and was composed only of adults or young people who have never attended to school or those who had to give up school revere developing reading and writing skills due to several factors. Now, is formed by people who, after years of removal, in that period, won a place in society with their work. In recent years, younger students are adding to this “EJA” programs. Or, according to the subjects of our research, adolescents placed in this study modality because they are out of age. To investigate acquired knowledge, we applied two collective papers in an “young and adult education” group composed only or young students – day shift – from public school in the state of Pernambuco, Brazil. The first paper consists of ten arithmetic problems of additive structure, following the classification of Carpenter and Moser (1982), which was made in accordance to their characteristics, whereas the conceptual knowledge related to increases and decreases, combinations and comparisons proposed in the statements. The second paper was made of ten algorithms of additive structures ready for them to solve, these algorithms were the same in paper one. These collectives papers allowed us to analyze, second Vergnaud (1982), the relational calculus (the choice of operation) and numerical calculation (the transaction). The total number of students who participated in the two stages was nine and with this research we have seen, how these students who are finishing the elementary school, even if we understand the problems (relational calculus), they can sometimes perform the numerical calculation. We found that they had basic difficulties related to the operations of subtraction, giving the following errors: error of inversion, the supremacy of zero, decomposition and composition, and zero neutral. These errors, ignored or not by their teachers, can make learning in the years to come. |
