Cognitive and Linguistic Processes in Brazilian Mathematics Education: Theoretical Considerations and Educational Implications

Carrião, Airton; Lautert, Síntria Labres; Spinillo, Alina Galvão

doi:10.1007/978-3-319-93455-6_10

Cited by 3 publications

(2 citation statements)

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“…This investigation is part of an interdisciplinary field called psychology of mathematics education, which seeks to understand the epistemological, psychological, and didactic obstacles involved in the mathematics teaching and learning processes (Carraher et al, 1988;Carrião et al, 2018;Da Rocha Falcão, 2003;Lautert et al, 2020;Spinillo et al, 2021;Utsumi, 2020). Among the theoretical contributions used in the studies of this field of knowledge, attention is drawn to the theory of conceptual fields developed by Gérard Vergnaud, which seeks to understand the dynamics involved in the process of construction of knowledge that inexorably leads to the study of a variety of situations in close relationship with the operational invariants (as fundamental properties that characterise a given concept) and the linguistic and symbolic representations that allow the representation of concepts and their relationships.…”

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confidence: 99%

Solving Double and Multiple Proportion Problems in the Final Years of Elementary School

2022

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Background: Many studies analysed solutions to simple proportionality problems, but few focused on double and multiple proportionality. Objectives: Analysis of students’ solutions to double and multiple proportionality problems. Design: Quantitative and qualitative analyses of empirical data. Setting and participants: Ninety students in grades 7 to 9 in Recife, Brazil. Data collection and analysis: Participants solved, in writing, double and multiple proportionality problems and orally explained their solutions. The analysis considers performance and solution strategies. Results: Percentage of correct answers per problem and school grade ranged from 67 to 97%, with no significant differences between types of problems or grades. Partipants used scalar, functional, and mixed strategies, with higher frequency of scalar strategies for double and of functional strategies for multiple proportionality problems. Conclusions: Double and multiple proportionality problems were equally accessible. Correct answers associated with the mixed strategy suggests that students considered multiple relationships in problems’ statements.

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Section: Introductionmentioning

confidence: 99%

Solving Double and Multiple Proportion Problems in the Final Years of Elementary School

2022

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“…Nesse sentido, a aprendizagem em matemática tem sido tema central de diversas pesquisas nas áreas da Psicologia e da Educação, as quais objetivam desenvolver novas práticas pedagógicas que proporcionem uma melhor compreensão dos conteúdos por parte dos alunos (Pinheiro et al, 2016;Carrião et al, 2018). Registra-se, em diferentes investigações, a utilização de instrumentos que avaliam o desempenho e a compreensão matemática, fundamentando os resultados obtidos nas pesquisas e experimentos realizados.…”

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Avaliação Psicológica e Neuropsicológica em Matemática: Análise de Publicações Científicas (2013-2019)

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RESUMOO presente estudo consiste na revisão de pesquisas que avaliam o desempenho e a compreensão da matemática, por meio de instrumentos psicológicos e neuropsicológicos, publicadas entre 2013-2019 nos bancos de dados SciELO, Portal de Periódicos CAPES e Google Acadêmico. A busca detectou 174 artigos, sendo descartados os que não disponibilizavam o texto completo, estavam repetidos em mais de uma base e também artigos teóricos. Foram analisados 44 artigos, distribuídos em 26 periódicos, sendo 18 deles em inglês e oito em português. Os resultados revelam que a maioria dos estudos foi realizada no exterior, com predominância das investigações nos EUA, existindo um maior número de pesquisas com crianças, tanto no Brasil quanto no exterior. Nas publicações em inglês, os subtestes Aritmética (WISC-III) e Cálculo (WJ-III) foram os mais frequentes; enquanto que, nas publicações em português, os mais utilizados foram os subtestes Aritmética do TDE e do WISC-III. Apesar dos avanços na elaboração de instrumentos para avaliar o desempenho e a compreensão matemática, permanece a necessidade da construção e validação de instrumentos que contemplem outras áreas do conhecimento matemático. Entretanto, ficar restrito apenas à avaliação de conhecimentos específicos, pode limitar o diagnóstico sobre dificuldade e/ou precocidade, o que requer considerar outros aspectos, como atenção concentrada e memória visuoespacial. Palavras-chave: avaliação psicológica; avaliação neuropsicológica; revisão sistemática; conhecimento matemático.ABSTRACT -Psychological and neuropsychological evaluation in mathematics: analysis of scientific publications (2013)(2014)(2015)(2016)(2017)(2018)(2019) The present study consists of a review of studies that evaluate the performance and comprehension of mathematics through psychological and neuropsychological instruments published between 2013-2019 in the SciELO, CAPES Portal de Periódicos and Google Scholar databases. The search retrieved 174 articles, and those that did not provide the full text, were repeated in more than one database or were theoretical articles were discarded. A total of 44 articles were analyzed, distributed in 26 journals, 18 of them in English and eight in Portuguese. The results revealed that the majority of the studies were carried out abroad, mainly in the USA, with a greater number of studies with children, both in Brazil and abroad. In the English publications, the Arithmetic (WISC-III) and Calculus (WJ-III) subtests were the most frequent; while in the Portuguese publications, the tests most used were the Arithmetic subtests of the TDE and the WISC-III. Despite advances in the development of instruments to assess mathematical performance and understanding, the need remains for the construction and validation of instruments that address other areas of mathematical knowledge. Being restricted to the assessment of specific knowledge can limit the diagnosis of difficulty and/or precocity, which require other aspects such as focused attention and visuospatial memory to be consider...

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How Do Kindergarten Children Deal with Possibilities in Combinatorial Problems?

Borba

Lautert

Silva

2021

Mathematical Reasoning of Children and Adults

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Cognitive and Linguistic Processes in Brazilian Mathematics Education: Theoretical Considerations and Educational Implications

Cited by 3 publications

References 14 publications

Solving Double and Multiple Proportion Problems in the Final Years of Elementary School

Solving Double and Multiple Proportion Problems in the Final Years of Elementary School

Avaliação Psicológica e Neuropsicológica em Matemática: Análise de Publicações Científicas (2013-2019)

How Do Kindergarten Children Deal with Possibilities in Combinatorial Problems?

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