Students algebraic thought and language manifestations: indicators for teaching organization. / Manifestações do pensamento e da linguagem algébrica de estudantes: indicadores para a organização do ensino.

AUTOR(ES)

Maria Lucia Panossian

DATA DE PUBLICAÇÃO

2008

RESUMO

This work deals with the students difficulties about algebraic knowledge, which could be related to the specificities of algebra, to educational methodology and didactical matters, and also to language and thought psychological processes. Therefore, the subject of study is the studentsthoughts and their algebraic language. We understand that thought and language are constituted from human activity (LEONTIEV, 1983) as a higher psychological functions (VIGOTSKI, 2001). The connections between thought and language are shown by means of: generalization, abstraction, formation of concepts (as in Davídov); judgments, deductions and concepts (as in Kopnin); by means of the reasoning, elaboration and accurate presentation (as by Prado Jr); and in the formation stages of a concept - syncretic/complex/real concept (as in Vigotski). Also part of human activity, the thought and the language of algebra are understood by the means of "logic-historical" movement. Such understanding prompted our research with 6th graders using mathematical life situation problems to investigate the manifestations and peculiarities of the thought and the language of algebra. The cooperative made solutions were analyzed according to these categories: thought quality, language quality and the concept of variable. Within these analyses and data syntheses we come up with elements which, connected to the processes of thought and language, can be part of the origin of the studentsdifficulties with the algebraic content. Inside these elements, we detach: the necessity of teachers action that can generate among students the theoretical thought; the pretense linearity of arithmetical knowledge through algebraic one; the concerns about the construction of a concept and not only in its application; and understanding the algebraic symbolism and the underlying concepts. Finally, we believe that the recognition of the manifestations of thought and the language of algebra among the students is a relevant aspect to be considered by the teachers during the curriculum writing.

ASSUNTO(S)

linguagem thought activity algebra education atividade pensamento variable variável language ensino de álgebra

Documentos Relacionados

• Semantics for an algebraic specification language
• THOUGHT IMAGE AND PHILOSOPHY TEACHING
• From teaching to learning - implications on management and work organization.
• Teachers Manifestations about the organization of the educative work to attend students who finish fundamental education in legality of the cycle regime and the continued progression
• Wittgenstein e a questão da harmonia entre linguagem, pensamento e realidade