Please use this identifier to cite or link to this item: http://hdl.handle.net/10348/5802
Title: The use of Function Machine: an experience in the classroom
Authors: Gandra, Ana Paula
Aires, Ana Paula
Catarino, Paula
Keywords: Pattern
Function
Function Machine
Algebraic thinking
Issue Date: 2016
Publisher: L. Gómez Chova, A. López Martínez, I. Candel Torres, IATED Academy
Citation: Gandra, A. P., Aires, A. P., Catarino, P., The use of Function Machine: an experience in classroom, 10th International Technology, Education and Development Conference, INTED 2016, Valência (Espanha), In L. Gómez Chova, A. López Martínez, I. Candel Torres (Eds.) (2016). INTED2016 Proceedings, IATED Academy, pp.1465-1473, 7 a 9 de março de 2016, ISBN: 978-84-608-5617-7.
Abstract: The transition from Arithmetic to Algebra is one of the great difficulties of the students and there are errors that occur and persist over time. The curricular guidelines set out in the Principles and Standards for School Mathematics [1] suggest that students should significantly learn Mathematics based on their math skills that were previously acquired. In Portugal, the Mathematics Program of Basic Education [2] considers that, in the 7th grade of basic school, students begin with formal study of algebra and when the students work with "letters" and points out, those students should understand the meaning of "letters", usually called variables and operations with them. The chapter "Functions" awaken the algebraic thinking and leads, for example, to the generalization. In the case in the teaching process, there is a consensus that the issue of "Functions" must has a central place in algebra education, particularly at primary (elementary) level [3]. This paper explores the use of an applet, named Function Machine, which allows students to observe patterns and regularities from pairs of numbers and make generalizations using words and symbolic rules. As a specific purpose it was intended to show how an educational experience based on the observation of numerical regularities, allows an expression of general and contributes to the development of algebraic thinking. Methodologically, we opted for a qualitative and interpretative research approach, based on a case study. Data collection was done through direct observation of a lesson and written productions of students. An activity was drafted with two issues and applied to two classes of the 7th grade of basic school during a mathematical class of fifty minutes, who answered individually to the data items and also interacted with the computer at the same time. The teacher is an author and assumed the role of observer. The results show that most of these students from the 7th grade of basic school are enabled to make generalizations, find an expression that translates the general structure of the displayed pattern and justify their answers using the current language, the language of mathematics, or a combination of both languages. Sometimes the Function Machine influences the choice of the general expression of a pattern, because the student can confirm whether it is correct or not by viewing this dynamic form of information on the computer screen. Overall, it is concluded that there was a significant improvement in student performance at the level of generalization.
Peer Reviewed: yes
URI: http://hdl.handle.net/10348/5802
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
metadata.dc.relation.publisherversion: https://iated.org/inted/publications
Document Type: Conference Object
Appears in Collections:DMAT - Artigo de Conferência em Revista Científica não Indexada

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