Saltar para menu de navegação principal Saltar para conteúdo principal Saltar para rodapé do site
Logo Revista Latinoamericana de Investigación en Matemática Educativa

Artículos

Vol. 4 N.º 3 (2001): Noviembre

CONCEPCIONES EN GRAFICACIÓN, EL ORDEN ENTRE LAS COORDENADAS DE LOS PUNTOS DEL PLANO CARTESIANO"

Enviado
dezembro 30, 2024
Publicado
2001-11-30

Resumo

Investigamos a respeito do uso e das concepções dos estudantes de 2º grau relacionados à comparação de ordem entre as coordinadas de pontos sobre o plano. Observamos que: entre nossos estudantes se apresenta o conflito entre os significado prático da magnitude ou quantidade associada com os números e o sinal, quando ignoram a orientação no plano. Os requisitos para a graficação através de pontos não são suficientes para ter uma visão geral e bem orientada sobre o mesmo e a comparação de ordem entre as coordenadas dos pontos não é uma tarefa homogênea, e depende da posição do puntos nos diferentes quadrantes.

Referências

  1. Acuña, C. (1999). La Relación entre el Fondo y la Forma y la Bidimensionalidad de los Puntos entre Estudiantes de Bachillerato. En Memorias del VII Simposio Internacional en Educación Matemática Elfriede Wenzelburger (pp. 176-182), UPN, Grupo Editorial Iberoamérica.
  2. Acuña, C. (1999 b). La Ubicación Espacial de Conjuntos de Puntos en el Plano. En F. Hit (Ed.), Investigaciones en Matemática Educativa II, (pp. 203-223). Grupo Editorial Iberoamerica.
  3. Dugdale, S. (1993). Functions and Graphs - Students Perspectives on Students Thinking. En A Schoenfeld (Ed.) Integrating Research on the Graphical Representation of Functions, Estudies in Mathematical Thinking and Learning series, 101-130.
  4. Duval, R. (1994). Les representations graphiques: functionnement et conditions de luer apprentissage. Proceedings of the 46th CIAEM Meeting Representations graphique et symbolique de Maternelle à L'Université.
  5. Duval, R. (1999). Representation, Vision and Visualization Cognitive Functions in Mathematical Thinking. Basic Issues for Learning. Proceedings of the Twenty First Annual Meeting of Psy- chology of Mathematics Education, 3-26.
  6. Fischbein, E. (1993). The theory of figural concepts. Educational Studies in Mathematics 24, 139-162
  7. Fischbein, E. (1999). Intuitions and Schemata in Mathematical Reasoning. Educational Studies in Mathematics 38, 11-50.
  8. Hativa, N. & Cohen D. (1995). Self learning of negative number concepts by lower division elementary students through solving computer-provided numerical problems. Educational Studies in Mathematics 28, 401-431.
  9. Hitt, F. (1995). Intuición primera versus pensamiento analítico: Dificultades en el paso de una representación gráfica a un contexto real y viceversa, Educación Matemática 7(1), 63-75.
  10. Kaput, J. (1991). Notation and Representations as Mediators of Constructive Processes. En E. von Glaserfeld (Ed.), Radical Constructivism in Mathematics Education, 53-74.
  11. Krutetskii, (1969). The Structure of mathematical Abilities. En J. Kilpatrick & I. Wirszup (Eds.) Soviet Studies in the Psychology of Learning and Teaching Mathematics, Vol. II.
  12. Küchermann, D. (1981). Positive and Negative Numbers, Children's Understanding of Mathematics. En J. Murray (Ed.), The CSMS mathematics team, Hart K., 11-16
  13. Janvier, C. (1986). Translation Processes in Mathematics Education.. En. C. Janvier (Ed.), Problems of Representation in the teaching and Learning of Mathematics, 27-32
  14. Leinhart, G., Zaslavsky, O. & Stein, M. (1990). Fuctions and Graphing. Review of Educational Reseach 60 (1), 1-63.
  15. Moschkovich, J., Schoenfeld, A. & Arcavi, A. (1993). Aspects of Understanding: On Multiple Perspectives and Representations of Linear Relations and Connections Among Them. En A Schoenfeld (Ed.), Integrating Research on the Graphical Representation of Functions, Studies in Mathematical Thinking and Learning series, 69-100.
  16. Noss, R., Healy. L. & Hoyles, C. (1997). The Construction of the Mathematical Meanings Con- necting the Visual with Simbols, Educational Studies in Mathematics 33, 203-233.
  17. Schoenfeld, A. (1989). Explorations of students' beliefs and Behavior. Journal for Research in Mathematics Education 20(4), 338-355.
  18. Thompson, P. (1993). Quantitave reasoning, complexity, and additive structures, Educational Studies in Mathematics 25, 165-208.
  19. Tirosh, D. & Stavy, R. (1999). Intuitive Rules: a way to explain and Predict Students' Reasoning. Educational Studies in Mathematics 38, 51-66.

Downloads

Não há dados estatísticos.