Educação matemática de jovens e adultos: os diferentes significados das situações-problema do campo aditivo na EJA

Abstract

This work was developed the Theory of Gerard Conceptual Fields of Vergnaud, which allows better understand how students learn mathematical concepts concerning the additive structures and aims to investigate how is the teaching of the different meanings of the additive field problem situations the students and teachers of the 1 st segment, phase 1 and 2 which are inserted into the public municipal Itambé-PE. It was applied to the teachers a questionnaire in order to draw a profile of professionals from four schools and the students of two schools has been proposed to solve the additive field problem situations. It was found that employees faculty research do not understand the additive field and therefore do not develop work in this perspective. On the other hand, in general, the students surveyed had positive results. These results indicate that the additive field of problem situations should be worked in its various meanings to ensure a consistent learning with the objectives proposed by parameters, Curricular Proposals, as well as important theoretical guide.