Formação de Professores: as contribuições das Representações Semióticas evidenciadas pelo GeoGebra no ensino de frações
O This article aimed to show the importance of semiotic representations of treatment and conversion in teaching fractions in training mathematics teachers in the final years of elementary school. In this training, qualitative research methodology was used, which sought to capture teachers' perc...
| Autores: | , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Recursos: | Universidade Federal de Juiz de Fora (UFJF) |
| Repositorio: | Revista de Investigação e Divulgação em Educação Matemática |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufjf.br:article/45148 |
| Acesso em linha: | https://periodicos.ufjf.br/index.php/ridema/article/view/45148 |
| Access Level: | acceso abierto |
| Palavra-chave: | Representação semiótica Frações Formação de professores GeoGebra |
| Resumo: | O This article aimed to show the importance of semiotic representations of treatment and conversion in teaching fractions in training mathematics teachers in the final years of elementary school. In this training, qualitative research methodology was used, which sought to capture teachers' perceptions regarding the continuing education process itself, the use of semiotic representations, together with the simultaneous constructions of the Geogebra software, supported by theoretical references on fractions. An improvement in understanding the concept of fractions, their meanings and operational procedures was observed, which contributed to having a different perspective on the teaching and learning of fractions. |
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