{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,2,21]],"date-time":"2025-02-21T19:44:24Z","timestamp":1740167064396,"version":"3.37.3"},"reference-count":23,"publisher":"FapUNIFESP (SciELO)","issue":"61","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Bolema"],"abstract":"<jats:p>Resumo Numa perspectiva de desenvolvimento num\u00e9rico em que o conceito de n\u00famero \u00e9 ampliado \u00e0 medida que diferentes conjuntos num\u00e9ricos s\u00e3o abordados, \u00e9 natural que os alunos recorram aos conhecimentos que t\u00eam e os estendam aos novos conjuntos, o que nem sempre conduz a conclus\u00f5es corretas. Neste sentido, este artigo tem como objetivo compreender que potencialidades t\u00eam situa\u00e7\u00f5es que sugerem extens\u00f5es de conhecimentos incorretas como meio para promover a constru\u00e7\u00e3o da compreens\u00e3o de numeral decimal. Apresentamos parte de um estudo que segue a modalidade de Investiga\u00e7\u00e3o Baseada em Design, tendo sido realizada uma experi\u00eancia de ensino onde participaram 25 alunos e a professora titular, no 3\u00b0 e 4\u00b0 ano de escolaridade. Neste texto, s\u00e3o analisadas as discuss\u00f5es entre quatro alunos, organizados em pares, em torno de tarefas centradas em tr\u00eas extens\u00f5es de conhecimentos incorretas. Os resultados evidenciam que as situa\u00e7\u00f5es propostas promovem o recurso a justifica\u00e7\u00f5es e contraexemplos, desenvolvendo assim o racioc\u00ednio matem\u00e1tico. Os resultados revelam tamb\u00e9m potencialidades para a constru\u00e7\u00e3o da compreens\u00e3o de numeral decimal, nomeadamente a n\u00edvel da mobiliza\u00e7\u00e3o de modelos, conceitualiza\u00e7\u00e3o da unidade e da compreens\u00e3o do valor de posi\u00e7\u00e3o dos algarismos no numeral decimal, em particular de zero.<\/jats:p>","DOI":"10.1590\/1980-4415v32n61a16","type":"journal-article","created":{"date-parts":[[2018,7,27]],"date-time":"2018-07-27T18:52:53Z","timestamp":1532717573000},"page":"631-652","source":"Crossref","is-referenced-by-count":0,"title":["Extens\u00f5es de Conhecimentos na Constru\u00e7\u00e3o da Compreens\u00e3o de Numeral Decimal"],"prefix":"10.1590","volume":"32","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3502-1288","authenticated-orcid":false,"given":"Cristina","family":"Morais","sequence":"first","affiliation":[{"name":"Universidade de Lisboa,  Portugal; Externato da Luz,  Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3781-8108","authenticated-orcid":false,"given":"Maria de Lurdes","family":"Serrazina","sequence":"additional","affiliation":[{"name":"Universidade de Londres,  Portugal; Escola Superior de Educa\u00e7\u00e3o do Instituto Polit\u00e9cnico de Lisboa,  Portugal"}]}],"member":"530","published-online":{"date-parts":[[2018,8]]},"reference":[{"key":"ref1","doi-asserted-by":"crossref","first-page":"401","DOI":"10.1016\/j.chb.2014.03.053","article-title":"Using erroneous examples to improve mathematics learning with a web-based tutoring system","volume":"36","author":"ADAMS D.","year":"2014","journal-title":"Computers in Human Behavior, United Kingdom"},{"issue":"2","key":"ref2","doi-asserted-by":"crossref","first-page":"166","DOI":"10.2307\/749507","article-title":"Capitalizing on errors as \u201cspringboards for inquiry\u201d: a teaching experiment","volume":"25","author":"BORASI R.","year":"1994","journal-title":"Journal for Research in Mathematics Education, Reston, VA"},{"year":"2010","series-title":"N\u00fameros e Opera\u00e7\u00f5es: 1.\u00b0 Ano","author":"BROCARDO J.","key":"ref3"},{"key":"ref4","series-title":"Handbook of International Research in Mathematics Education","first-page":"481","volume-title":"Design research: an analysis and critique","author":"COBB P.","year":"2016"},{"key":"ref5","series-title":"Radical constructivism in mathematics education","first-page":"111","volume-title":"Learning to listen: a student\u2019s understanding of powers of ten","author":"CONFREY J.","year":"1991"},{"key":"ref6","doi-asserted-by":"crossref","first-page":"521","DOI":"10.1016\/j.learninstruc.2009.07.004","article-title":"Developmental changes in the comparison of decimal fractions","volume":"20","author":"DESMET L.","year":"2010","journal-title":"Learning and Instruction, United Kingdom"},{"key":"ref7","doi-asserted-by":"crossref","first-page":"206","DOI":"10.1016\/j.learninstruc.2011.11.001","article-title":"The effectiveness of using incorrect examples to support learning about decimal magnitude","volume":"22","author":"DURKIN K.","year":"2012","journal-title":"Learning and Instruction, United Kingdom"},{"key":"ref8","doi-asserted-by":"crossref","first-page":"21","DOI":"10.1016\/j.learninstruc.2014.08.003","article-title":"Diagnosing misconceptions: Revealing changing decimal fraction knowledge","volume":"37","author":"DURKIN K.","year":"2015","journal-title":"Learning and Instruction, United Kingdom"},{"issue":"1","key":"ref9","first-page":"61","article-title":"Construction of an online learning system for decimal numbers through the use of cognitive conflict strategy","volume":"50","author":"HUANG T. 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