STRATEGIES TO THE RESOLUTION OF MATHEMATICAL TASKS BY TRIADS OF STUDENTS WITH AND WITHOUT REGARD FOR FRIENDSHIP.

Authors

  • Maria do Carmo Silva Universidade Federal do Amapá
  • Marinalva Silva Oliveira Universidade Federal do Amapá

DOI:

https://doi.org/10.5007/1981-1322.2010v5n1p1

Abstract

The objective of this research was to describe and analyze the strategies used by triads of students with and without regard for friendship during participation guided in Mathematical tasks. 24 students from the 3<sup>rd</sup> grade of elementary school, grouped into four triads with regard for friendship (TCRA) and four triads without regard for friendship (TSRA) participated. The selection to group them occurred through interview searching to know the emotional bond. The interactions were recorded with video camera and recorder, later they were transcribed and analyzed. The results showed that the triads used many algorithm strategies (EA) that involved no algorithm rules and strategies (ENA) characterized by the absence of explicit Mathematical rules. The algorithm strategies (EA) were divided in oral and written. It was observed that as much as the TCRA as the TSRA used as common strategy of counting the fingers and the writing. The difference analyzed in the strategies was the use of ENA for mental calculation by TSRA, in other words, the students searched to resolve in an individual way and didn&rsquo;t express to their partners the strategies used, observing this way that the meaning given to the partner and to the task is what makes possible or not the interaction among the students.

Author Biographies

Maria do Carmo Silva, Universidade Federal do Amapá

Mestranda em Desenvolvimento Regional junto ao MINTEG- Mestrado Integrado da Universidade Federal do Amapá, Professora da rede Municipal de Ensino, graduada em Licenciatura Plena em Pedagogia pela Universidade Federal do Amapá, participante como pesquisadora do grupo do Núcleo de Educação e Cultura/NEC/UNIFAP cujas linhas são Interação Verbal e construção do conhecimento por crianças com síndrome de Down; Inclusão de crianças com necessidades educacionais especiais a partir da concepção sócio-histórica.

Marinalva Silva Oliveira, Universidade Federal do Amapá

Doutora em Psicologia pela Universidade de São Paulo (USP), professora do colegiado de Pedagogia e do Mestrado em Desenvolvimento Regional (MINTEG-/UNIFAP)d a Universidade Federal do Amapá,  Coordenadora do Núcleo de Educação e Cultura (NEC/UNIFAP) e Núcleo de Acessibilidade e Inclusão (NAI/UNIFAP), desenvolve pesquisas nas linhas de Interação Verbal e construção do conhecimento por crianças com síndrome de Down; Inclusão de crianças com necessidades educacionais especiais a partir da concepção sócio-histórica.

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Published

2011-03-28

Issue

Vol. 5 No. 1 (2010)

Section

Artigos

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