THE FLEXIBLE USAGES OF THE VARIABLE CONCEPT AT BASIC EDUCATION: A STUDY INVOLVING LINEAR DIOPHANTINE EQUATION

Wagner Marcelo Pommer

Abstract


http://dx.doi.org/10.5902/2179460X14370

In many curricular documents for Basic Education the variable concept is briefly quoted, seen as a paramathematics notion, intrinsic to the development of functions, without further references. This article aims to present and discuss the context of Linear Diophantine Equation as a possible theme to explore the flexible uses of the variable concept in algebraic education. The theoretical considerations is based upon Küchemann (1981), Usiskin (1995) and Ursini;Trigueros (2001), researchers who believe that variables can assume different roles: unknown, generalized number and in a functional relationship. In that scenary, the understanding of the variable concept pervades some potential ways. We were inspired at Content Analysis, described in Bardin (2004), as metodological referencial to search contexts that favour such framework. In preanalisys realized we consider the epistemology present on Diophantine Linear Equations theme as a possible way to explore the flexible uses of the variable concept. The analysis revealed that the Linear Diophantine Equations allow the acquisition of the following potentialities, expressed in Ursini and Trigueiros (2001): executing calculations and simple operations with the literal symbols; create a context of integration to the variables flexible uses; allow situating some advantages on the different uses of the variable concept.


Keywords


Variável; Álgebra; Equação Diofantina Linear; Educação Básica



DOI: http://dx.doi.org/10.5902/2179460X14370

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