Pub Date : 2018-08-01DOI: 10.1590/1980-4415v32n61a03
C. Bernardo, Viviane Hengler Corrêa Chaves, Ricardo César Gonçalves Sant’Ana, Marta Pagán Martínez
Resumen La historia de la Investigación Operacional se inserta en la historia de los grandes acontecimientos tecnológicos y científicos del siglo XX, y hacer una reconstrucción histórica de su surgimiento y evolución, objetivo de este artículo, es una manera de entender, además del desarrollo de la matemática aplicada, la movilización de la ciencia durante la Segunda Guerra Mundial y los contextos social y político que la originaron. Otra vertiente de esa historia es su influencia en el surgimiento de otras ciencias y aplicaciones, cuyos desdoblamientos durante la posguerra contribuyeron al aumento de la racionalización de la sociedad moderna. El objetivo de la investigación no es detallar sus técnicas, sino entender sus orígenes y desarrollo, cuyo éxito es atribuido a la práctica interdisciplinar. Los resultados de la investigación posibilitan la discusión de temas tales como la interdisciplinariedad; interacciones entre resolución de problemas prácticos e investigación; valorización de la matematización y globalización de procedimientos y métodos; modelado matemático y, por fin, cómo el conocimiento científico puede ser moldeado por los intereses políticos y sociales.
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Pub Date : 2018-08-01DOI: 10.1590/1980-4415V32N61A16
Cristina Morais, Maria de Lurdes Serrazina
Considering a perspective of numerical development where the concept of number is expanded as different number sets are approached, it’s only natural that pupils rely on their knowledge and extend them to the new Uma versão preliminar deste artigo foi apresentada no 28o Seminário de Investigação em Educação Matemática (APM, 2017). Doutoranda em Educação Matemática no Instituto de Educação, Universidade de Lisboa, Portugal. Professora no Externato da Luz, Carnide, Lisboa, Portugal. Membro colaborador da Unidade de Investigação e Desenvolvimento em Educação e Formação (UIDEF), do Instituto de Educação, Universidade de Lisboa, Portugal. Endereço para correspondência: Alameda da Universidade Lisboa, Portugal, CEP: 1649-013. E-mail: cristina.morais@campus.ul.pt. Doutora em Educação Matemática pela Universidade de Londres (UK). Professora Coordenadora Aposentada da Escola Superior de Educação do Instituto Politécnico de Lisboa, Lisboa, Portugal. Membro integrado da Unidade de Investigação e Desenvolvimento em Educação e Formação (UIDEF), do Instituto de Educação, Universidade de Lisboa, Portugal. Endereço para correspondência: Campus de Benfica do IPL, Lisboa, Portugal, CEP: 1549-003. E-mail: lurdess@eselx.ipl.pt. ISSN 1980-4415 DOI: http://dx.doi.org/10.1590/1980-4415v32n61a16 Bolema, Rio Claro (SP), v. 32, n. 61, p. 631-652, ago. 2018 632 sets, which does not always lead to correct conclusions. Hence, in this paper we aim to understand the potential of situations that suggest incorrect knowledge extensions as a means to promote the construction of decimal number understanding. Part of a broader study that follows a Design Based Research is reported, within which a teaching experiment was carried out with 25 students and their teacher, in 3 and 4 grades. In this paper, we analyze the discussions among four students, organized in pairs, regarding tasks that promoted the discussion of three common incorrect knowledge extensions. The results evidence that the proposed situations promote the use of justifications and counterexamples, developing mathematical reasoning. The results also reveal the potential to build decimal number understanding, namely in models use, unit conceptualization, and place value concept, in particular zero.
数值发展的第一考虑的角度是扩展的不同数量的概念集approached, it’s,自然,pupils rely on他们的知识和发现他们《本文提出了初步的版本在28日的研讨会研究数学教育(APM, 2017)。教育数学教育研究所的博士生,葡萄牙里斯本大学。葡萄牙里斯本卡尼德的Externato da Luz教师。葡萄牙里斯本大学教育研究所教育与培训研究与发展单位(UIDEF)合作成员。通讯地址:Alameda da Universidade Lisboa, Portugal, CEP: 1649-013。电子邮件:cristina.morais@campus.ul.pt。医生在大学数学教育的伦敦(英国)。葡萄牙里斯本理工学院高等教育学院退休协调教授。葡萄牙里斯本大学教育研究所教育与培训研究与发展单位(UIDEF)综合成员。通讯地址:葡萄牙里斯本本菲卡校区，邮编:1549-003。电子邮件:lurdess@eselx.ipl.pt。= =地理= =根据美国人口普查，这个县的面积为，其中土地面积为。他的父亲是一名律师，母亲是一名律师。因此，在本文中，我们的目的是理解暗示不正确的知识扩展的情况的潜力，以促进十进制理解的构建。据报道，一项遵循基于设计的研究的广泛研究的一部分，其中对3年级和4年级的25名学生及其教师进行了教学实验。在本文中，我们分析了四个学生之间的讨论，以小组形式组织，关于促进对三种常见错误知识扩展的讨论的任务。= =地理= =根据美国人口普查，这个县的面积为。结果还揭示了在模型使用、单位概念化和放置值概念(特别是零)方面构建十进制数理解的潜力。
{"title":"Extensões de conhecimentos na construção da compreensão de Numeral Decimal","authors":"Cristina Morais, Maria de Lurdes Serrazina","doi":"10.1590/1980-4415V32N61A16","DOIUrl":"https://doi.org/10.1590/1980-4415V32N61A16","url":null,"abstract":"Considering a perspective of numerical development where the concept of number is expanded as different number sets are approached, it’s only natural that pupils rely on their knowledge and extend them to the new Uma versão preliminar deste artigo foi apresentada no 28o Seminário de Investigação em Educação Matemática (APM, 2017). Doutoranda em Educação Matemática no Instituto de Educação, Universidade de Lisboa, Portugal. Professora no Externato da Luz, Carnide, Lisboa, Portugal. Membro colaborador da Unidade de Investigação e Desenvolvimento em Educação e Formação (UIDEF), do Instituto de Educação, Universidade de Lisboa, Portugal. Endereço para correspondência: Alameda da Universidade Lisboa, Portugal, CEP: 1649-013. E-mail: cristina.morais@campus.ul.pt. Doutora em Educação Matemática pela Universidade de Londres (UK). Professora Coordenadora Aposentada da Escola Superior de Educação do Instituto Politécnico de Lisboa, Lisboa, Portugal. Membro integrado da Unidade de Investigação e Desenvolvimento em Educação e Formação (UIDEF), do Instituto de Educação, Universidade de Lisboa, Portugal. Endereço para correspondência: Campus de Benfica do IPL, Lisboa, Portugal, CEP: 1549-003. E-mail: lurdess@eselx.ipl.pt. ISSN 1980-4415 DOI: http://dx.doi.org/10.1590/1980-4415v32n61a16 Bolema, Rio Claro (SP), v. 32, n. 61, p. 631-652, ago. 2018 632 sets, which does not always lead to correct conclusions. Hence, in this paper we aim to understand the potential of situations that suggest incorrect knowledge extensions as a means to promote the construction of decimal number understanding. Part of a broader study that follows a Design Based Research is reported, within which a teaching experiment was carried out with 25 students and their teacher, in 3 and 4 grades. In this paper, we analyze the discussions among four students, organized in pairs, regarding tasks that promoted the discussion of three common incorrect knowledge extensions. The results evidence that the proposed situations promote the use of justifications and counterexamples, developing mathematical reasoning. The results also reveal the potential to build decimal number understanding, namely in models use, unit conceptualization, and place value concept, in particular zero.","PeriodicalId":38914,"journal":{"name":"Bolema - Mathematics Education Bulletin","volume":"32 1","pages":"631-652"},"PeriodicalIF":0.0,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41924718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-01DOI: 10.1590/1980-4415V32N61A15
P. Mateus, Marlene Alves Dias
Resumo Neste artigo, visamos determinar as relações pessoais dos estudantes do 1° ano do curso de licenciatura em ensino de Matemática, em Moçambique, sobre o teorema do confronto e a eficácia didática do software Geogebra na discussão desse teorema na sala de aula. As perguntas da pesquisa foram: como os estudantes participantes do experimento compreendiam o teorema do confronto e como o Geogebra capitalizaria a discussão desse teorema na sala. Usamos a Teoria Antropológica do Didático e a Teoria de Instrumentação. A pesquisa foi de natureza qualitativa, na forma do estudo de caso. Estrategicamente, fizemos: análise preliminar e a priori do conteúdo visado, o experimento, a análise a posteriori e validação interna dos resultados. O experimento possibilitou compreender como o uso do computador, articulado com as práticas usuais, pode auxiliar a compreensão dos estudantes sobre o teorema do confronto.
{"title":"Teorema do Confronto: discussão didática alternativa articulando as práticas usuais e o software Geogebra","authors":"P. Mateus, Marlene Alves Dias","doi":"10.1590/1980-4415V32N61A15","DOIUrl":"https://doi.org/10.1590/1980-4415V32N61A15","url":null,"abstract":"Resumo Neste artigo, visamos determinar as relações pessoais dos estudantes do 1° ano do curso de licenciatura em ensino de Matemática, em Moçambique, sobre o teorema do confronto e a eficácia didática do software Geogebra na discussão desse teorema na sala de aula. As perguntas da pesquisa foram: como os estudantes participantes do experimento compreendiam o teorema do confronto e como o Geogebra capitalizaria a discussão desse teorema na sala. Usamos a Teoria Antropológica do Didático e a Teoria de Instrumentação. A pesquisa foi de natureza qualitativa, na forma do estudo de caso. Estrategicamente, fizemos: análise preliminar e a priori do conteúdo visado, o experimento, a análise a posteriori e validação interna dos resultados. O experimento possibilitou compreender como o uso do computador, articulado com as práticas usuais, pode auxiliar a compreensão dos estudantes sobre o teorema do confronto.","PeriodicalId":38914,"journal":{"name":"Bolema - Mathematics Education Bulletin","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67287450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-01DOI: 10.1590/1980-4415V32N60A07
M. Gea, Pedro Arteaga, Carmen Batanero, J. J. Ortiz
We assessed the technological knowledge on correlation and regression in 25 students who are preparing to become secondary and high school education mathematics teachers in Spain. We relied on the theoretical model by Niess (2005) of teacher’s knowledge to teach with technology. Using data from the United Nations server, the prospective teachers were requested to fit a regression model to the life expectancy according to various development indicators in 194 countries. They were also proposed to choose another dependent variable or to take new data from the United Nations to repeat the analysis. The results suggested a good statistical knowledge Doctora en Ciencias de la Educación por la Universidad de Granada (UGR), España. Profesora del Departamento de Didáctica de la Matemática de la Universidad de Granada (UGR), Granada, España. Dirección postal: Campus de Cartuja, 18071, Granada, España. E-mail: mmgea@ugr.es. Doctor en Didáctica de la Matemática por la Universidad de Granada (UGR), España. Profesor del Departamento de Didáctica de la Matemática de la Universidad de Granada (UGR), Granada, España. Dirección postal: Campus de Cartuja, 18071, Granada, España. E-mail: parteaga@ugr.es. Doctora en Matemática por la Universidad de Granada (UGR), España. Catedrática de la Universidad de Granada (UGR), Granada, España. Dirección postal: Campus de Cartuja, 18071, Granada, España. E-mail: batanero@ugr.es. Doctor en Matemáticas por la Universidad de Granada (UGR), España. Profesor Titular de la Universidad de Granada (UGR), Melilla, España. Dirección postal: Campus Universitario de Melilla (Universidad de Granada), 52005, Melilla, España. E-mail: jortiz@ugr.es. ISSN 1980-4415 DOI: http://dx.doi.org/10.1590/1980-4415v32n60a07 Bolema, Rio Claro (SP), v. 32, n. 60, p. 134 155, abr. 2018 135 and a good statistical technological knowledge about correlation and regression in most participants. However, some of them showed difficulties in the ideas of independence and incorrelation, in the use of technology or made an uncritical use of it.
我们对西班牙准备成为中学和高中教育数学教师的25名学生的技术知识进行了相关和回归评估。我们依靠Niess(2005)关于教师知识的理论模型进行技术教学。利用联合国服务器的数据，要求准教师根据194个国家的各种发展指标拟合一个回归模型，使其符合预期寿命。他们还建议选择另一个因变量或从联合国获得新的数据以重复分析。结果表明，具有良好的统计学知识，可以获得博士学位Educación西班牙格拉纳达大学(UGR)， España。格拉纳达大学(UGR) Didáctica Matemática系教授，格拉纳达，España。Dirección邮政:Campus de Cartuja, 18071，格拉纳达，España。电子邮件:mmgea@ugr.es。博士学位Didáctica de la Matemática poror la universsidad de Granada (UGR)， España。格拉纳达大学(UGR) Didáctica Matemática系教授，格拉纳达，España。Dirección邮政:Campus de Cartuja, 18071，格拉纳达，España。电子邮件:parteaga@ugr.es。博士学位Matemática西班牙格拉纳达大学(UGR)， España。Catedrática格拉纳达大学，格拉纳达España。Dirección邮政:Campus de Cartuja, 18071，格拉纳达，España。电子邮件:batanero@ugr.es。Matematicas腰围超过医生拉格拉纳达大学(格),西班牙。格拉纳达大学名誉教授，梅利利亚，España。Dirección邮政:梅利利亚校园(格拉纳达大学)，2005，梅利利亚，España。电子邮件:jortiz@ugr.es。ISSN 1980-4415 DOI: http://dx.doi.org/10.1590/1980-4415v32n60a07 Bolema，里约热内卢Claro (SP)， v. 32, n. 60, p. 134 155, abr。2018年135，大多数参与者对相关和回归有良好的统计技术知识。然而，他们中的一些人在独立和不相关的观念方面表现出困难，在使用技术方面表现出困难，或者不加批判地使用技术。
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Pub Date : 2018-04-01DOI: 10.1590/1980-4415V32N60A08
Camila Peres Nogues, Beatriz Vargas Dorneles
{"title":"Desempenho em Estimativa Numérica de um Grupo de Alunos de 3° e 4° anos do Ensino Fundamental","authors":"Camila Peres Nogues, Beatriz Vargas Dorneles","doi":"10.1590/1980-4415V32N60A08","DOIUrl":"https://doi.org/10.1590/1980-4415V32N60A08","url":null,"abstract":"","PeriodicalId":38914,"journal":{"name":"Bolema - Mathematics Education Bulletin","volume":"32 1","pages":"156-171"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47989220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-01DOI: 10.1590/1980-4415v32n60a03
J. Lozada, R. D. Fuentes
{"title":"Los Métodos de Resolución de Problemas y el Desarrollo del Pensamiento Matemático","authors":"J. Lozada, R. D. Fuentes","doi":"10.1590/1980-4415v32n60a03","DOIUrl":"https://doi.org/10.1590/1980-4415v32n60a03","url":null,"abstract":"","PeriodicalId":38914,"journal":{"name":"Bolema - Mathematics Education Bulletin","volume":"32 1","pages":"57-74"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1590/1980-4415v32n60a03","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47449937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-01DOI: 10.1590/1980-4415V32N60A04
C. Arenas, Sandra Evely Parada Rico, Juan Gabriel Molina Zavaleta
From the mathematical process of elaboration, comparison and practice of procedures, one of the five general mathematics processes according to MEN (1998), we presented in this document, the findings of a research which objective was to characterize some of the difficulties faced by students solving problems involving the variational phenomena. The phenomenological study of the experimental type allowed, through a qualitative methodology, to recognize, regarding the difficulties linked to arithmetic type procedures, that some students entering the Universidad Industrial de Santander (UIS) have difficulty to realize mental calculations putting at stake relations and numerical properties, as well as to use a numerical system suitable to represent the change and the variation of the phenomenon. * Magíster en Ciencias en Matemática Educativa del Centro de Investigación en Ciencia Aplicada y Tecnología Avanzada del Instituto Politécnico Nacional de México (CICATA-IPN). Profesora del Grupo de Educación Matemática de la Universidad Industrial de Santander (Grupo EUDAMAT-UIS), Bucaramanga, Santander (Colombia). Calle 9 Carrera 27, Ciudad Universitaria, Edificio Camilo Torres, Escuela de Matemáticas Bucaramanga, Santander (Colombia), código postal 680002. E-mail: claubaren@gmail.com. ** Doctora en Ciencias en Matemática Educativa del Centro de Investigación y de Estudios Avanzados (CINVESTAV). Institución de adscripción Universidad Industrial de Santander; Calle 9 Carrera 27, Ciudad Universitaria, Profesora de la Escuela de Matemáticas de la Universidad Industrial de Santander (UIS), Bucaramanga, Santander (Colombia). Calle 9 Carrera 27, Ciudad Universitaria, Edificio Camilo Torres, Escuela de Matemáticas Bucaramanga, Santander (Colombia), código postal 680002. E-mail: sanevepa@.uis.edu.co. *** Magíster en Ciencias con especialidad en Matemática Educativa del Centro de Investigación y de Estudios Avanzados (CINVESTAV). Profesor Centro de Investigación en Ciencia Aplicada y Tecnología Avanzada del Instituto Politécnico Nacional de México (CICATA-IPN), Legaria, Irrigación (México). Legaria # 694 Col. Irrigación, México D.F. C.P. 11500, código postal 11500. E-mail: jmolinaz@ipn.mx. ISSN 1980-4415 DOI: http://dx.doi.org/10.1590/1980-4415v32n60a04 Bolema, Rio Claro (SP), v. 32, n. 60, p. 75 91, abr. 2017 76
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Pub Date : 2018-04-01DOI: 10.1590/1980-4415V32N60A10
M. L. Gomes
This article focuses on the book of memories of Carlos Galante (1920-2003), professor of Mathematics and author of textbooks from the state of São Paulo, who taught in several Brazilian public and private institutions for almost 50 years. The text begins with theoretical-methodological considerations about autobiographical reports as a source of research. Next, Carlos Galante and his book are presented. The memories are analyzed according to three aspects: the author’s initial family and school formation, his life as a student and his role as a Mathematics teacher. In the final comments, Galante’s memories are related to theoretical-methodological dimensions that guide the research with autobiographical sources.
{"title":"Elementos de uma História de Formação Docente: as memórias de um professor de Matemática","authors":"M. L. Gomes","doi":"10.1590/1980-4415V32N60A10","DOIUrl":"https://doi.org/10.1590/1980-4415V32N60A10","url":null,"abstract":"This article focuses on the book of memories of Carlos Galante (1920-2003), professor of Mathematics and author of textbooks from the state of São Paulo, who taught in several Brazilian public and private institutions for almost 50 years. The text begins with theoretical-methodological considerations about autobiographical reports as a source of research. Next, Carlos Galante and his book are presented. The memories are analyzed according to three aspects: the author’s initial family and school formation, his life as a student and his role as a Mathematics teacher. In the final comments, Galante’s memories are related to theoretical-methodological dimensions that guide the research with autobiographical sources.","PeriodicalId":38914,"journal":{"name":"Bolema - Mathematics Education Bulletin","volume":"32 1","pages":"191-211"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44643927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-04-01DOI: 10.1590/1980-4415V32N60A12
Celma Bento Moreira, T. C. R. S. Gusmão, Vicençx Font Moll
This article aims to analyze the potentialities and limits of mathematical tasks, elaborated based on the didactic suitability criteria, to favor the development of space perception in children of Early Childhood Education. The criteria of didactic suitability, theoretical tools of the ontosemiotic approach, serve for analysis and evaluation of teaching and learning processes. This qualitative study was developed with the children of Group 3 in the Federal University of Bahia day-care center, through the implementation of task sequences. The results showed that, overall, the task’s sequences had a level of didactic suitability from medium-high to high and, although they did not reach a high level of suitability, they played a coherent interrelationship, contributing with a favorable * Mestrado em Educação Científica e Formação de Professores pela Universidade Estadual do Sudeste da Bahia (UESB). Professora da Universidade Federal da Bahia (UFBA), Salvador, Bahia, Brasil. Endereço para correspondência: Creche/UFBA. Rua Padre Feijó, 52, Canela, Salvador/Bahia, CEP: 40.110-170, Brasil. E-mail: celmabm@gmail.com. ** Doutorado em Didática da Matemática pela Universidade de Santiago de Compostela (USC). Professora da Universidade Estadual do Sudoeste da Bahia (UESB), Vitória da Conquista, Bahia, Brasil. Endereço para correspondência: Departamento de Ciências Exatas e Tecnológicas. Estrada do Bem-Querer, km 4, Caixa Postal 95, Vitória da Conquista/BA, CEP: 45083-900, Brasil. E-mail: professorataniagusmao@gmail.com. *** Doctorado en Ciencias de la Educación por la Universitat de Barcelona (UB). Profesor Titular de la Universidad de Barcelona (UB), Barcelona, España. Dirección postal: C/ Fígols, 15, CP 08028, Barcelona, España. E-mail: vicencfont@ono.com. ISSN 1980-4415 DOI: http://dx.doi.org/10.1590/1980-4415v32n60a12 Bolema, Rio Claro (SP), v. 32, n. 60, p. 231 254, abr. 2018 232 course of approach for the children, with important notions for the development of space perception, showing, as a whole, the potential of the designed tasks and, therefore, the suitable character of the proposal. Specifically, the mediational criterion, which concerns, for example, material resources, ended up functioning as a learning boundary, since it was a distractor, diverting children's attention to other learning objectives.
本文旨在分析数学任务的潜力和局限性，并根据教学适宜性标准进行阐述，以利于幼儿空间感知的发展。教学适用性标准是本体符号学方法的理论工具，用于分析和评估教学过程。这项定性研究是通过任务序列的实施，对巴伊亚联邦大学日托中心第3组的儿童进行的。结果表明，总体而言，该任务的序列具有从中高到高的教学适应性水平，尽管它们没有达到高的适应性水平，但它们发挥了连贯的相互关系，有助于形成有利的*Mestrado em Educação Científica e Formação de Professores pela Universidade Estadial do Sudeste da Bahia（UESB）。巴西巴伊亚州萨尔瓦多巴伊亚联邦大学教授。通讯地址：Creche/UFBA。Rua Padre Feijó，52岁，萨尔瓦多/巴伊亚省卡内拉市，邮编：40.110-170，巴西。电子邮件：celmabm@gmail.com.**圣地亚哥-德孔波斯特拉大学数学教学学博士。西南巴伊亚州立大学教授，位于巴西巴伊亚州的Vitória da Conquista。通讯地址：精确与技术科学系。Estrada do Bem Querer，4公里，Caixa Postal 95，Vitória da Conquista/BA，CEP:45083-900，巴西。电子邮件：professorataniagusmao@gmail.com.***巴塞罗那大学教育科学博士学位。西班牙巴塞罗那大学教授。邮政地址：西班牙巴塞罗那，C/Fígols，15，CP 08028。电子邮件：vicencfont@ono.com.ISSN 1980-4415 DOI:http://dx.doi.org/10.1590/1980-4415v32n60a12Bolema，Rio Claro（SP），诉32，第60号，第231页，第254页，abr。2018 232儿童方法课程，其中包括发展空间感知的重要概念，总体上显示了设计任务的潜力，因此，该提案的适当性质。具体来说，中介标准，例如物质资源，最终起到了学习边界的作用，因为它会分散注意力，吸引孩子们对其他学习目标的注意力。
{"title":"Tarefas Matemáticas para o Desenvolvimento da Percepção de Espaço na Educação Infantil: potencialidades e limites","authors":"Celma Bento Moreira, T. C. R. S. Gusmão, Vicençx Font Moll","doi":"10.1590/1980-4415V32N60A12","DOIUrl":"https://doi.org/10.1590/1980-4415V32N60A12","url":null,"abstract":"This article aims to analyze the potentialities and limits of mathematical tasks, elaborated based on the didactic suitability criteria, to favor the development of space perception in children of Early Childhood Education. The criteria of didactic suitability, theoretical tools of the ontosemiotic approach, serve for analysis and evaluation of teaching and learning processes. This qualitative study was developed with the children of Group 3 in the Federal University of Bahia day-care center, through the implementation of task sequences. The results showed that, overall, the task’s sequences had a level of didactic suitability from medium-high to high and, although they did not reach a high level of suitability, they played a coherent interrelationship, contributing with a favorable * Mestrado em Educação Científica e Formação de Professores pela Universidade Estadual do Sudeste da Bahia (UESB). Professora da Universidade Federal da Bahia (UFBA), Salvador, Bahia, Brasil. Endereço para correspondência: Creche/UFBA. Rua Padre Feijó, 52, Canela, Salvador/Bahia, CEP: 40.110-170, Brasil. E-mail: celmabm@gmail.com. ** Doutorado em Didática da Matemática pela Universidade de Santiago de Compostela (USC). Professora da Universidade Estadual do Sudoeste da Bahia (UESB), Vitória da Conquista, Bahia, Brasil. Endereço para correspondência: Departamento de Ciências Exatas e Tecnológicas. Estrada do Bem-Querer, km 4, Caixa Postal 95, Vitória da Conquista/BA, CEP: 45083-900, Brasil. E-mail: professorataniagusmao@gmail.com. *** Doctorado en Ciencias de la Educación por la Universitat de Barcelona (UB). Profesor Titular de la Universidad de Barcelona (UB), Barcelona, España. Dirección postal: C/ Fígols, 15, CP 08028, Barcelona, España. E-mail: vicencfont@ono.com. ISSN 1980-4415 DOI: http://dx.doi.org/10.1590/1980-4415v32n60a12 Bolema, Rio Claro (SP), v. 32, n. 60, p. 231 254, abr. 2018 232 course of approach for the children, with important notions for the development of space perception, showing, as a whole, the potential of the designed tasks and, therefore, the suitable character of the proposal. Specifically, the mediational criterion, which concerns, for example, material resources, ended up functioning as a learning boundary, since it was a distractor, diverting children's attention to other learning objectives.","PeriodicalId":38914,"journal":{"name":"Bolema - Mathematics Education Bulletin","volume":"32 1","pages":"231-254"},"PeriodicalIF":0.0,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44604599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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