English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Os esquemas, que estao na base da teoria piagetiana, sao retomados por Gerard Vergnaud, na teoria dos campos conceituais. Apesar de diretamente voltados para a acao, esses esquemas possuem um nucleo conceitual passivel de ser analisado. Nessa perspectiva teorica, os procedimentos de resolucao de problemas fazem sempre referencia a “conceitos”. Este artigo focaliza uma situacao de conhecimento extraescolar, e propoe uma explicitacao do teorema matematico subjacente ao raciocinio do sujeito. Postula-se, entretanto que teoremas em acao nao sao restritos ao raciocinio extraescolar e que no contexto escolar o professor deve tambem buscar uma explicitacao conceptual para desempenhos aparentemente desprovidos de sentido para a avaliacao do nivel de conceptualizacao dos alunos. Esse procedimento permite a compreensao do processo de resolucao de problema e estrategias pedagogicas mais pertinentes. HOW TO TRANSLATE THE WAY OF DONKEY ON A THEOREM IN ACTION: Analysis of situations of mathematical knowledge contextualized in light of the theory of conceptual fields ABSTRACT The schemes, which are the basis of Piaget's theory, are taken up by Gerard Vergnaud's theory of conceptual fields. Although these schemes are direct related to action, they have a conceptual core that can be analysed. In this theoretical perspective, the procedures for solving problems always refer to "concepts". This paper focuses on a situation of extra-curricular knowledge, and proposes to make explicit mathematical theorem that underlies the reasoning of the subject. It is postulated, however, that theorems in action are not restricted to extra-school reasoning, and that in the school context, teachers should also look for to make explicit the conceptualizations for performances apparently meaningless in order to evaluate students’ level of conceptualization. This procedure allows understand the problem solving processes and to develop more relevant teaching strategies.

COMO TRADUZIR O CAMINHO DO BURRO EM UM TEOREMA EM AÇÃO: Análise de situações de conhecimento matemático contextualizado à luz da teoria dos campos conceituais