FORMATION OF THE CONCEPT OF PROPORTIONALITY FROM THE PERSPECTIVE OF DEVELOPMENTAL EDUCATION

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dc.contributor.authorMiguel, Jose Carlos [UNESP]
dc.contributor.institutionUniversidade Estadual Paulista (Unesp)
dc.date.accessioned2021-06-25T15:20:39Z
dc.date.available2021-06-25T15:20:39Z
dc.date.issued2020-01-01
dc.description.abstractThe article discusses the process of formation of the concept of proportionality by elementary school students and the pedagogical implications of its didactic exploration in the perspective of developmental teaching. It uses extensive bibliographic research, document analysis and mathematical activities of usual teaching materials, dealing with perceptions and representations about mathematical situations involving the notions of direct and inverse proportionality. The results point to the need for teachers to consider the relationships between the lived, the perceived and the conceived in teaching the notion of proportionality, exploring different mathematical situations in the context of semiotic representations of ideas from the multiplicative field.en
dc.description.affiliationUniv Estadual Paulista, Sao Paulo, SP, Brazil
dc.description.affiliationUnespUniv Estadual Paulista, Sao Paulo, SP, Brazil
dc.format.extent502-524
dc.identifierhttp://dx.doi.org/10.22481/praxisedu.v16i41.6491
dc.identifier.citationRevista Praxis Educacional. Vitoria Conquista: Univ Estadual Sudoeste Bahia, v. 16, n. 41, p. 502-524, 2020.
dc.identifier.doi10.22481/praxisedu.v16i41.6491
dc.identifier.issn1809-0249
dc.identifier.urihttp://hdl.handle.net/11449/210441
dc.identifier.wosWOS:000567025600023
dc.language.isopor
dc.publisherUniv Estadual Sudoeste Bahia
dc.relation.ispartofRevista Praxis Educacional
dc.sourceWeb of Science
dc.subjectMathematical Activity
dc.subjectProportionality
dc.subjectDevelopmental Teaching
dc.titleFORMATION OF THE CONCEPT OF PROPORTIONALITY FROM THE PERSPECTIVE OF DEVELOPMENTAL EDUCATIONen
dc.typeArtigo
dcterms.rightsHolderUniv Estadual Sudoeste Bahia

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