WHAT DO BRAZILIAN PRE-SERVICE AND IN-SERVICE TEACHERS KNOW ABOUT VOLUME CONCEPT?
DOI:
https://doi.org/10.34179/revisem.v9i4.19819Abstract
Research reveals that students do not understand the volume content and that teaching has been emphasizing the conversion of units and mathematical formulas. Researchers report that the teaching of volume greatness should be studied by the distinction and articulation in relation to the geometric and number domains, in three different dimensions: comparison, measurement and production, in that order. We want to know the breadth and depth of the concept of volume, in the light of the literature of the community of researchers in Mathematics Education, of nine teachers and 61 graduates in Mathematics from two different Brazilian regions. Participants were subjected to situations of volume in the three dimensions indicated and to a semi structured interview. Empirical research revealed that participants, in general, demonstrated knowledge about comparison and measurement of volumes, with and without the use of formulas, although they frequently mistakenly subsidize their decisions in the geometric domain and support their reasoning, primarily in calculations with numbers. In the production dimension, they revealed ignorance about relations between mass, density and volume, in addition to not distinguishing the meanings of volume and capacity.
Keywords: Concept. Volume. Capacity. Mathematics teachers training. Teaching.
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Copyright (c) 2024 Maria Alice Veiga Ferreira de Souza, Roberta D'Angela Menduni-Bortoloti
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