Functional algebraic thinking in literacy: the use of results prediction in additive problems

Authors

  • Vinicius Carvalho Beck Instituto Federal Sul-Riograndense Author
  • João Alberto Silva Universidade Federal do Rio Grande - FURG. Programa de Pós-Graduação em Educação em Ciências- PPGEC, Núcleo de Estudos em Epistemologia e Educação em Ciências – NUEPEC. Author

DOI:

https://doi.org/10.4025/tpe.v18i2.31445

Keywords:

Additive Problems, Functional Algebraic Thinking, Literacy Cycle

Abstract

The aim of research is to identify characteristics of a functional algebraic thinking in problem-solving additives by students from Literacy Cycle, taking as a reference Theory of Conceptual Fields. The method used in the production of the data was the Research-Action. Note the use of prediction followed by counting strategy in the compare situation proposed to students of the third grade of elementary school. We conclude that compare situations, like this addressed in our research, can enhance the use of functional-algebraic strategies.

 

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Issue

Vol. 18 No. 2 (2015)

Section

Articles

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a) Os autores mantêm os direitos autorais e concedem à Revista Teoria e Pratica da Educação o direito de primeira publicação

b) Esta revista proporciona acesso público a todo o seu conteúdo, uma vez que isso permite uma maior visibilidade e alcance dos artigos e resenhas publicados. 

 

 

How to Cite

Functional algebraic thinking in literacy: the use of results prediction in additive problems. (2016). Teoria E Prática Da Educação, 18(2), 69-78. https://doi.org/10.4025/tpe.v18i2.31445