id: 02370472
dt: j
an: 2007e.00287
au: Souza Rosa Borba, Rute Elizabete de; Nunes, Terezinha
ti: How meaning, invariant properties and symbolic representations influence
the understanding of directed numbers. (Como significados, propriedades
invariantes e representações simbólicas influenciam a compreensão
do conceito de número inteiro relativo.)
so: Educ. Mat. Pesqui. 6, No. 1, 73-100 (2004).
py: 2004
pu: Pontifícia Universidade Católica de São Paulo (PUC-SP), São Paulo
la: PT
cc: F42 C32 D22
ut: directed numbers; attitudes; problem solving; conceptual fields; empirical
investigations; primary education
ci:
li: http://revistas.pucsp.br/index.php/emp/article/view/4681
ab: Summary: Based on Vergnaud this study investigated how problem solving is
affected by the meanings involved, by invariant properties that were
learned, and by systems of signs used to represent positive and
negative numbers and the operations of addition and subtraction. In two
experimental studies, with 60 children participating in each, it was
observed that seven and eight-year-olds already have some understanding
of directed numbers and are able to perform some additions and
subtractions with these numbers long before they are formally
introduced to this concept at school - usually four to five years
later. The form in which children were asked to solve the problems
strongly affected their performance. Thus, in the teaching of
mathematical concepts, such as directed numbers, the meanings,
properties and symbolic representations should vary, so as to allow
students’ understanding to develop widely within a conceptual field.
rv: