Assesment of an educational proposal for the development of the EAR through the notion of linearity
The proposal of a school institution is valued, in terms of the evolution of Elemental Algebraic Reasoning (EAR), having the notion of linearity as its center of interest. This assessment is made from the meanings of linearity present in basic education (primary and secondary) and the adaptation of...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Federal de Ouro Preto (UFOP) |
| Repositorio: | Revemop |
| Idioma: | español |
| OAI Identifier: | oai:pp.www.periodicos.ufop.br:article/5044 |
| Acceso en línea: | https://periodicos.ufop.br/revemop/article/view/5044 |
| Access Level: | acceso abierto |
| Palabra clave: | Onto-semiotic approach Algebraic reasoning Linearity Enfoque Ontosemiótico Razonamiento Algebraico Linealidad Abordagem ontosemiótica Raciocínio Algébrico Linearidade |
| Sumario: | The proposal of a school institution is valued, in terms of the evolution of Elemental Algebraic Reasoning (EAR), having the notion of linearity as its center of interest. This assessment is made from the meanings of linearity present in basic education (primary and secondary) and the adaptation of the EAR levels to this notion. The results determine that in said institution the notion of linearity is developed in different degrees and that, although its evolution is encouraged, this is only done up to the third level of algebrization. Thus, the fundamental contribution consists in articulating the meanings of linearity and EAR to analyze a particular educational proposal. |
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