Potentialities and limitations of a collaborative work on fractions with Pedagogy students

Authors

  • Marlene Menegazzi Centro Universitário Ritter dos Reis ( UniRitter)
  • Andreia Dalcin Universidade Federal do Rio Grande do Sul (UFRGS)

DOI:

https://doi.org/10.5007/2175-795X.2016v34n2p486

Abstract

The paper presents a research work which aimed to identify the conceptions of fractions presented by a collaborative group constituted by students on Pedagogy. It also sought to analyze in which way participation on the group activities has contributed to the process of redefinition of such conceptions. Through a qualitative methodological approach, the triangulation of data in the light of the social-historical perspective of Vigotski, the critical mathematics education of Skovsmose and the communities of practice concept of Wenger, it was possible to identify significant features of a collaborative group on formation. The group’s work was capable of generating some resignifications of the conceptions of fractions, enabling a different option of educational formation.

 

 

Author Biographies

Marlene Menegazzi, Centro Universitário Ritter dos Reis ( UniRitter)

Mestre em Ensino de Matemática pela Universidade Federal do Rio Grande do Sul (UFRGS). Professora do Centro Universitário Ritter dos Reis (UNIRITTER).

 

Andreia Dalcin, Universidade Federal do Rio Grande do Sul (UFRGS)

Doutora em Educação pela Universidade Estadual de Campinas (UNICAMP). Professora do Departamento de Ensino e Currículo e do Programa de Pós-Graduação em Educação em Ciências Matemáticas na Universidade Federal do Rio Grande do Sul (UFRGS). 

Downloads

Published

2016-10-25

How to Cite

Menegazzi, M., & Dalcin, A. (2016). Potentialities and limitations of a collaborative work on fractions with Pedagogy students. Perspectiva, 34(2), 486–509. https://doi.org/10.5007/2175-795X.2016v34n2p486

Issue

Vol. 34 No. 2 (2016): Educational cooperation between South-South countries: analysis and perspectives on Timor-Leste and Mozambique

Section

Article Demand for Continuous

License

This journal provides open access to all of it content on the principle that making research freely available to the public supports a greater global exchange of knowledge. Such access is associated with increased readership and increased citation of an author's work. For more information on this approach, see the Public Knowledge Project, which has designed this system to improve the scholarly and public quality of research, and which freely distributes the journal system as well as other software to support the open access publishing of scholarly resources. The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party. 

The Perspectiva allow the author(s) yo hold the copyright without restrictions as well as publishing rights. If the paper will be republished later in another format, the author(s) should inform that it has originally been published  as article in Perspectiva Journal and quote the complete references.