O ensino das operações de adição e subtração para os anos iniciais do ensino fundamental: discutindo atividades didáticas

Abstract

The present research had as main objective to analyze the potential of the use of didactic materials and activities as facilitators of the conceptual learning of additive and subtractive operations in the city of Sapé-PB. As bases in the theoretical studies of Farias, Azeredo, Rêgo (2016), Van de Walle (2009) and the current official documents: National Curricular Common Base (BRASIL, 2017), National Education Guidelines and Bases Law ), Paraíba Curricular Reference (PARAIBA, 2017), among others. The research methodology was characterized as an exploratory, descriptive study regarding the objectives, of the research- action type with respect to the data analysis, with duration from March to September of 2018. For this, we adopted as main instruments semi-structured questionnaires and logbook. The subjects of the study were 22 students from a 3rd grade class of Elementary School from a public school in the municipality of Sapé - Paraíba. The action methodology was divided into three moments: pre-test, intervention period and post-test. The pre-test was composed of two parts: the identification of the profile and verification of the participants' previous knowledge. The intervention period occurred between May and June of 2018, and a didactic sequence was applied, where several didactic activities were worked with the support of concrete materials involving the concepts of addition and subtraction. The teaching materials used at this time were gold material, subtraction dominoes and addition sets. Finally, we applied the post-test that aimed to verify the acquisition of basic knowledge of participants in relation to addition and subtraction operations. As a result we found that 99% of the students were able to solve problems of addition, regrouping and non-regrouping, a fact that was not verified in the pre- test because 100% of the participants missed the addition questions with regrouping and only 77.3 % answered the question of simple addition. In the subtraction we initially found that 100% of the students misjudged the item, and at the end of the study this number was 99%, hitting the post-test. We concluded that the didactic activities allowed greater involvement with the class and a better understanding of the basic concepts of addition and subtraction, without and with reservations. We also demonstrated the favoring of conceptual understanding through the use and manipulation of didactic materials that helped the understanding of mathematical operations, which also contributed to better control of the class, mobilization of attention and motivation of the participating students.