Matemática na EJA: usando material manipulativo como facilitador na discussão de conceitos aditivos

Abstract

This research aimed to analyze the potential of manipulative material in the conceptual discussion of addition in a class of EJA from a public school in the city of João Pessoa, Paraíba. For that, we look at theoretical studies by authors who discuss the teaching of mathematics (FARIAS, AZEREDO and REGO, 2016; VAN DE WALLE, 2009), Education in the Field (ARROYO, 2011; BRASIL, 2013), the Teaching of EJA ( BRASIL, 2013) and in official documents (BRASIL, 1997; 2013; 2017; PARAIBA, 2017). The methodology adopted in the study was characterized by being an exploratory research, of the type research-action with respect to the acquisition and analysis of data. Nineteen students enrolled in EJA Cycle II participated in the study, in the night shift, in a public school on the periphery of the participating municipality, which serves the rural community of the region. The action methodology was structured in three stages: diagnosis, intervention period and final verification. We used as instruments the field diary, questionnaire and didactic sequence. Thus, a didactic sequence proposal for the Youth and Adults modality was structured in Cycle II, consisting of guidelines and activities aimed at the discussion of addition, based on the gaps presented by the participants at the beginning of the investigation, prioritizing the conceptual acquisition of the theme. We concluded that the concept of adding addition was assimilated with the help of the golden material, but presented difficulties in the written records, both of additions without regrouping, as well as with clusters. This fact indicated the need for more attention on the part of the school community since it is about the acquisition of key concepts, which require a greater degree of complexity, as we are adding orders in the parcels. The absence of a written record was also observed in the activities of the participants, along with the record of calculation, reading and the difficulty of performing simple problem interpretation. These reflections should be taken into account when working with EJA, prioritizing materials and activities that collaborate for the conceptual development of mathematical themes, so necessary for the daily lives of these students.