{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2022,5,7]],"date-time":"2022-05-07T19:27:53Z","timestamp":1651951673126},"reference-count":19,"publisher":"FapUNIFESP (SciELO)","issue":"51","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Bolema"],"abstract":"<jats:p>Este artigo centra-se na compreens\u00e3o que futuros educadores e professores dos primeiros anos de escolaridade evidenciam do conceito de raz\u00e3o. No estudo participaram 81 estudantes do 2\u00ba ano da Licenciatura em Educa\u00e7\u00e3o B\u00e1sica, de uma universidade portuguesa, aos quais foi aplicado um question\u00e1rio, incidindo em quatro dimens\u00f5es: significado de raz\u00e3o; usos do conceito de raz\u00e3o; representa\u00e7\u00e3o simb\u00f3lica de raz\u00e3o; e representa\u00e7\u00f5es para explica\u00e7\u00e3o do conceito de raz\u00e3o. Em termos de resultados, as maiores frequ\u00eancias foram obtidas para a: ideia de raz\u00e3o como compara\u00e7\u00e3o\/rela\u00e7\u00e3o entre grandezas; cren\u00e7a em que o conceito de raz\u00e3o pode ser usado em contextos diversificados; cren\u00e7a em que pode ser representado atrav\u00e9s de opera\u00e7\u00f5es envolvendo letras, n\u00fameros ou apenas os sinais das opera\u00e7\u00f5es, quando \u00e9 pedida a sua representa\u00e7\u00e3o simb\u00f3lica, e atrav\u00e9s de diagramas e representa\u00e7\u00f5es gr\u00e1ficas, quando \u00e9 solicitada a descri\u00e7\u00e3o da sua explica\u00e7\u00e3o. Estes resultados revelam fragilidades no conhecimento matem\u00e1tico dos estudantes, sobretudo no que se refere \u00e0 defini\u00e7\u00e3o do conceito de raz\u00e3o e \u00e0s suas representa\u00e7\u00f5es.<\/jats:p>","DOI":"10.1590\/1980-4415v29n51a13","type":"journal-article","created":{"date-parts":[[2015,4,24]],"date-time":"2015-04-24T19:54:18Z","timestamp":1429905258000},"page":"241-262","source":"Crossref","is-referenced-by-count":1,"title":["Compreens\u00e3o do Conceito de Raz\u00e3o por Futuros Educadores e Professores dos Primeiros Anos de Escolaridade"],"prefix":"10.1590","volume":"29","author":[{"given":"Jos\u00e9 Ant\u00f3nio","family":"Fernandes","sequence":"first","affiliation":[{"name":"Universidade do Minho, Portugal"}]},{"given":"Laurinda","family":"Leite","sequence":"additional","affiliation":[{"name":"Universidade do Minho, Portugal"}]}],"member":"530","published-online":{"date-parts":[[2015,4]]},"reference":[{"key":"ref1","first-page":"78","author":"BERENSON S.","year":"2013"},{"issue":"1","key":"ref2","first-page":"6","article-title":"Make your own paint chart: a realistic context to develop proportional reasoning with ratios","volume":"67","author":"BESWICK K.","year":"2011","journal-title":"Australian Mathematics Teacher"},{"key":"ref3","first-page":"145","author":"CHICK H.","year":"2010"},{"issue":"20","key":"ref4","first-page":"13","article-title":"Categor\u00edas de an\u00e1lisis de los conocimientos del profesor de matem\u00e1ticas","author":"GODINO J.D.","year":"2009","journal-title":"UNI\u00d3N \u2013 Revista Iberoamericana de Educaci\u00f3n Matem\u00e1tica"},{"issue":"1\/2","key":"ref5","doi-asserted-by":"crossref","first-page":"127","DOI":"10.1007\/s11858-006-0004-1","article-title":"The onto-semiotic approach to research in mathematics education","volume":"39","author":"GODINO J.D.","year":"2007","journal-title":"ZDM - The International Journal on Mathematics Education"},{"issue":"4","key":"ref6","doi-asserted-by":"crossref","first-page":"372","DOI":"10.5951\/jresematheduc.39.4.0372","article-title":"Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers' topic-specific knowledge of students","volume":"39","author":"HILL H.C.","year":"2008","journal-title":"Journal for Research in Mathematics Education"},{"key":"ref7","first-page":"81","author":"ILANY B.","year":"2004"},{"issue":"3","key":"ref8","doi-asserted-by":"crossref","first-page":"250","DOI":"10.1016\/j.cedpsych.2009.06.001","article-title":"Improving seventh grade students' learning of ratio and proportion: the role of schema-based instruction","volume":"34","author":"JITENDRA A","year":"2009","journal-title":"Contemporary Educational Psychology"},{"issue":"1","key":"ref9","doi-asserted-by":"crossref","first-page":"29","DOI":"10.1080\/14681360902742845","article-title":"Subject-matter didactics as a central knowledge base for teachers, or should it be called pedagogical content knowledge?","volume":"17","author":"KANSANEN P.","year":"2009","journal-title":"Pedagogy, Culture & Society"},{"issue":"2","key":"ref10","doi-asserted-by":"crossref","first-page":"169","DOI":"10.1080\/03057260903142285","article-title":"Pedagogical content knowledge in science education: perspectives and potential for progress","volume":"45","author":"KIND V.","year":"2009","journal-title":"Studies in Science Education"},{"key":"ref11","series-title":"Second handbook of research on mathematics teaching and learning","first-page":"629","volume-title":"Rational numbers and proportional reasoning : Toward a theoretical framework for research","author":"LAMON S. 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