{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2024,7,23]],"date-time":"2024-07-23T19:11:32Z","timestamp":1721761892883},"reference-count":31,"publisher":"FapUNIFESP (SciELO)","issue":"48","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Bolema"],"published-print":{"date-parts":[[2014,4]]},"abstract":"<jats:p>Neste artigo, analisamos os modos de representa\u00e7\u00e3o e os processos de racioc\u00ednio de alunos do 2.\u00ba ano do ensino superior na explora\u00e7\u00e3o de atividades de investiga\u00e7\u00e3o propostas numa experi\u00eancia de ensino na disciplina de An\u00e1lise Num\u00e9rica. O objetivo \u00e9 compreender o modo como as representa\u00e7\u00f5es escolhidas pelos alunos no decorrer das suas explora\u00e7\u00f5es suportam o seu racioc\u00ednio. O estudo segue uma metodologia de investiga\u00e7\u00e3o qualitativa e interpretativa, baseada em tr\u00eas estudos de caso, e utiliza diversas fontes de dados. Os resultados mostram que os alunos usam tanto racioc\u00ednio indutivo como dedutivo, mas sugerem a necessidade de dar maior aten\u00e7\u00e3o aos dois processos de racioc\u00ednio em que se verificam dificuldades significativas - generaliza\u00e7\u00e3o e justifica\u00e7\u00e3o. Os alunos recorrem a uma diversidade de representa\u00e7\u00f5es para compreens\u00e3o, explora\u00e7\u00e3o, registro e avalia\u00e7\u00e3o, mas usam-nas de modo pouco flex\u00edvel ao longo do processo de explora\u00e7\u00e3o, o que limita o seu racioc\u00ednio.<\/jats:p>","DOI":"10.1590\/1980-4415v28n48a14","type":"journal-article","created":{"date-parts":[[2014,7,2]],"date-time":"2014-07-02T20:08:19Z","timestamp":1404331699000},"page":"276-298","source":"Crossref","is-referenced-by-count":2,"title":["As representa\u00e7\u00f5es como suporte do racioc\u00ednio matem\u00e1tico dos alunos quando exploram atividades de investiga\u00e7\u00e3o"],"prefix":"10.1590","volume":"28","author":[{"given":"Ana","family":"Henriques","sequence":"first","affiliation":[{"name":"Universidade de Lisboa, Portugal"}]},{"given":"Jo\u00e3o Pedro da","family":"Ponte","sequence":"additional","affiliation":[{"name":"Universidade de Lisboa, Portugal"}]}],"member":"530","reference":[{"issue":"3","key":"ref1","doi-asserted-by":"crossref","first-page":"183","DOI":"10.1016\/j.learninstruc.2006.03.001","article-title":"DeFT: A conceptual framework for considering learning with multiple representations","volume":"16","author":"AINSWORTH S.","year":"2006","journal-title":"Learning and Instruction"},{"key":"ref2","series-title":"Crossroads in mathematics standards for introductory college mathematics before calculus","year":"1995"},{"issue":"3","key":"ref3","doi-asserted-by":"crossref","first-page":"215","DOI":"10.1023\/A:1024312321077","article-title":"The role of visual representations in the learning of mathematics","volume":"52","author":"ARCAVI A.","year":"2003","journal-title":"Educational Studies in Mathematics"},{"key":"ref4","series-title":"A research companion to principles and standards for school mathematics","first-page":"27","volume-title":"Making mathematics reasonable in school","author":"BALL D.","year":"2003"},{"key":"ref5","series-title":"Teaching mathematical reasoning in secondary school classrooms","first-page":"5","volume-title":"Forward: The road to reasoning","author":"BOALER J.","year":"2010"},{"key":"ref6","series-title":"Handbook of international research in mathematics education","first-page":"262","volume-title":"Developing mastery of natural language","author":"BOERO P.","year":"2008"},{"key":"ref7","series-title":"Investiga\u00e7\u00e3o qualitativa em educa\u00e7\u00e3o","author":"BOGDAN R.","year":"1994"},{"key":"ref8","series-title":"Teaching mathematical reasoning in secondary school classrooms","author":"BRODIE K.","year":"2010"},{"key":"ref9","series-title":"A experi\u00eancia matem\u00e1tica","author":"DAVIS P.","year":"1985"},{"key":"ref10","first-page":"3","author":"DUVAL R.","year":"1999"},{"issue":"1-2","key":"ref11","doi-asserted-by":"crossref","first-page":"103","DOI":"10.1007\/s10649-006-0400-z","article-title":"The cognitive analysis of problems of comprehension in the learning of mathematics","volume":"61","author":"DUVAL R.","year":"2006","journal-title":"Educational Studies in Mathematics"},{"key":"ref12","series-title":"Visualization in teaching and learning mathematics","first-page":"25","volume-title":"On the reluctance to visualize in mathematics","author":"EISENBERG T.","year":"1991"},{"key":"ref13","first-page":"1","author":"FLORES C.","year":"2005"},{"key":"ref14","series-title":"Handbook of international research in mathematics education","first-page":"197","volume-title":"Representation in mathematical learning and problem solving","author":"GOLDIN G. 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