Simplificação de frações aritméticas e algébricas: um diagnóstico comparativo dos procedimentos

AUTOR(ES)

Alexandre Marques Notari

DATA DE PUBLICAÇÃO

2002

RESUMO

This research has as objective to get a systematic diagnosis of the main errors and difficulties revealed for pupils of Basic Ensino and Average Ensino in the simplification of arithmetical and algebraic fractions. They had been selected, for the inquiry, one 8 series of Basic Ensino and one 1 series of Average Ensino of two public schools of the Region West, of the city of São Paulo. We assume as referencial theoretician the happened ones of research where Algebra, in these levels of education, must search its beddings in the laws of the Arithmetic. However, it does not reduce it to a generalization of these laws, a time that algebraic the conceptual system incorporates elements and Inter-relations with proper characteristics. The data had been gotten by means of period of training in a classroom of each one of the mentioned series, application of a test and interviews. The main conclusions point with respect to one high number of errors in the simplification of algebraic fractions that disclose a incompreensão of the formal rules that regulate these transformations. Between these, a predominance of errors due to a generalization of rules of a situation for another one occurs, without an analysis of the conditions that validate this generalization. They disclose in the treatment of the arithmetical expressions a predominance of automatically carried through computational procedures, without a reflection on the nature of the task proposal; they indicate, still, an absence of integration between the arithmetical and algebraic conceptual domínios

ASSUNTO(S)

procedimentos de simplificacao arithmetical and algebraic fractions matematica procedures of simplification fracoes aritmeticas e algebricas educacao matematica matematica -- estudo e ensino erros matematica: educacao matematica errors equivalencia de fracoes equivalence of fractions

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