EXPLORING ERRORS IN MATHEMATICS: A STUDY CARRIED OUT WITH STUDENTS IN THE FINAL YEARS
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Published in Vol. 8 (2023) of Revista Prática Docente (Journal Practice Teacher).
The Journal Revista Prática Docente (RPD) is a free publication of the Federal Institute of Education, Science and Technology of the State of Mato Grosso, campus Confresa. Its aims to give visibility to the scientific production in the areas of Education contributing to the consolidation of teaching, research and extension, as well as to act as an instrument for the dissemination of studies and research carried out by national and international authors and / or groups. Therefore, the journal publishes works in the areas that support the pillars of Education, in the following areas: Human sciences and their technologies; Nature sciences and their technologies; Languages, codes and their technologies and Mathematics and its technologies, in national and international institutions.
Prefixo DOI: 10.23926
ISSN: 2526-2149
Qualis 2013-2016: B2 Ensino, B5 Ciências Ambientais, B5 Ciência Política e Relações Internacionais e C Química.
Abstract
The research of a qualitative nature, aims to evaluate the error in mathematics from a pedagogical perspective, using psychogenetic and constructivist theory, with the bias of characterizing the correlated error, to the aforementioned theory, based on the teaching material of the School Learning Management Program (GESTAR II), offered during the in-service continuing education program, aimed at mathematics teachers who work in the state public network of Mato Grosso. The study was carried out with 25 9th grade students from a state public school in the city of Várzea Grande/MT, using as a source activities extracted from the Gestar II teaching material, developed during mathematics classes. The applied activities cover operations with decimal numbers, linked to the use of measurement units and operations, associated with the contextualized use of monetary values, aiming to appreciate errors in mathematics, with the psychogenetic vision, anchored in the concepts of Pinto (2009).
References
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