A Construção de uma Matemática para o Ensino do Conceito de Proporcionalidade Direta a partir de uma Revisão Sistemática de Literatura
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Data
2017-12-01
Autores
D'Angela Menduni-Bortoloti, Roberta
Barbosa, Jonei Cerqueira [UNESP]
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Resumo
In this article, we present mathematics for teaching the proportionality concept, as a theoretical model from a systematic review of the literature. The seventeen articles analysis showed a diversity of realizations of this concept, distributed in three landscapes. At first, it was described as ratio and held as comparison of parts, equivalence ratios, rate, scale division, vector, and musical intervals. In the second one, it was described by the equality between reasons, supported by the Tales theorem, whose achievements were rule of three and percentage. In the latter landscape, this concept was presented as a function model through multiplicative relations, rate of change, scale, and percentage.
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Direct proportionality, Elementary education, Mathematics for teaching, Systematic review
Como citar
Bolema - Mathematics Education Bulletin, v. 31, n. 59, p. 947-967, 2017.