a compreensão das coordenadas espaciais por crianças de 6 a 8 anos: um estudo exploratório an exploratory study on the comprehension of spatial coordinates among six to eight- year-old children

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ID: 229677
2002
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Abstract
Esta pesquisa analisou o desempenho e estratégias de resolução de problemas de crianças em tarefas que envolviam o uso de coordenadas espaciais. Participaram do presente estudo 36 crianças, igualmente distribuídas em subamostras referentes às classes etárias de 6, 7 e 8 anos. As tarefas solicitadas abrangeram dois conjuntos de itens: a) reproduzir a disposição espacial de um ponto numa folha de papel, a partir de situação de partida noutra folha; b) encontrar a intersecção entre dois pontos. As crianças de cada faixa etária foram distribuídas em subgrupos que diferiam quanto às condições de realização das tarefas: papel em branco, papel quadriculado, papel quadriculado com escala. As crianças mais velhas apresentaram desempenhos significativamente melhores do que as mais novas, principalmente na Tarefa 1. Também o papel quadriculado, principalmente quando incluía a escala, favoreceu o desempenho das crianças. Estes dados sugerem a importância de se considerar a influência dos diferentes suportes representacionais em contexto de educação matemática na escola fundamental.
This research aimed to analyze both performance and problem-solving strategies concerning the use of spatial coordinates by six to eight years-old children. 36 pupils equally distributed by three age-levels (6, 7 and 8 years of age) were presented to two sets of problems: a) reproduction of the placement of a dot in a Cartesian, bi-axial space, trying to reproduce a previous placement in another bi-axial space; b) finding out the crossing-point of two moving dots in straight and perpendicular trajectories in a bi-axial Cartesian space. Each age-level was divided into groups differing in terms of available tools: standard and completely blank sheets of A4 paper, square-lined A4 sheets of paper, square-lined sheets of paper with a written numeric-scale aid. Older pupils showed significantly better performance than younger ones, especially in the first set of problems. The use of square-lined sheets of paper (especially when a numeric-scale was provided) showed also to be an important variable in order to explain better performances of certain groups of pupils. These data suggest the importance of taking into account representational aspects in didactic efforts of conceptual development in early mathematics education.
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selva2002estudosa Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Ana Coêlho Vieira Selva, Jorge Tarcísio da Rocha Falcão
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Journal mycopathologia
Year 2002
DOI
10.1590/S1413-294X2002000200009
URL
http://www.scielo.br/scielo.php?script=sci_arttext&pid=S1413-294X2002000200009
Keywords
child development psychology religionpsychology mathematical conceptsphilosophy

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