O trabalho com números nos anos iniciais: utilizando materiais manipulativos no ensino de conceitos aditivos em escola do campo

Abstract

This research aimed to analyze the potential of manipulative material in the teaching of addiction, in the 1st year of elementary school in a public school in the city of João Pessoa - Paraíba, in July 2019. For that, we looked at current curriculum documents, such as: National Common Curricular Base - BNCC (BRASIL, 2017), Paraíba (2017) and authors such as: Arroyo (2011), Van de Walle (2009), Constance Kamii and Linda Leslie Joseph (2005), Farias, Azeredo and Rêgo (2016), among others. The methodology adopted in the research is characterized by being an exploratory research in relation to the objectives, of the type researchaction in relation to the acquisition and analysis of data. The study included 31 children regularly enrolled in the 1st year of elementary school at this institution. The action methodology was structured in eight meetings where a didactic sequence was developed and applied to meet the students' learning needs, focusing on the use of manipulative materials. From the analysis of the results obtained and the experience in the classroom, we could see that about 88% of the students managed to internalize the concept of addition through playful activities that involved the students and made them active participants in the construction of their knowledge when handling the concrete materials offered. And about 12% of students had difficulties in solving the questions presented, especially in the interpretation of questions. We conclude that the teaching of Mathematics was enhanced when manipulative materials were used in the discussion of concepts of addition, presenting favorable results in most participants, which favored the children in the greater perception and assimilation of the questions raised and in their respective answers, since the visualization and handling of objects helped in their reasoning. We found that one of the difficulties found in the research field was due to the lack of teacher training, so necessary for the work of mathematics in the early years of elementary school.