Teaching unit potentially signified: contributions to the teaching of equations of the first degree with an unknown
This article presents the results of an investigation that aimed to identify the contributions of a Potentially Significant Teaching Unit (UEPS) to promoting meaningful learning of first-year equations with unknowns. The research was conducted with a group of fifteen students from a seventh-grade el...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Catarina (UFSC) |
| Repositorio: | Revemat - Revista Eletrônica de Educação Matemática |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufsc.br:article/100822 |
| Acceso en línea: | https://periodicos.ufsc.br/index.php/revemat/article/view/100822 |
| Access Level: | acceso abierto |
| Palabra clave: | UEPS Teoria da Aprendizagem Significativa Álgebra Theory of Meaningful Learning Algebra |
| Sumario: | This article presents the results of an investigation that aimed to identify the contributions of a Potentially Significant Teaching Unit (UEPS) to promoting meaningful learning of first-year equations with unknowns. The research was conducted with a group of fifteen students from a seventh-grade elementary school class of a public institution of the state network of the municipality of Passo Fundo/RS. Data were collected through the records of the teacher-researcher in the diary and the activities performed by the students. Data analysis, carried out through Content Analysis, demonstrated that activities developed based on UEPS precepts favored the identification of the subsuming concepts of the area, the promotion of progressive differentiation and integrative reconciliation of the topics addressed, as well as the transfer of the concepts studied to different contexts. |
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