Ensino de matemática e a prática pedagógica na discussão do campo aditivo para os anos iniciais do ensino fundamental em escola campesina

Abstract

The main objective of the research was to propose a mathematics didactic sequence for discussing the additive field in a 4th year elementary school class at a rural public school. Based on this theme, studies aimed at discussion were developed with a focus on curricular documents and theorists who discuss the topic, such as Farias, Azeredo and Rego (2016), Caldart (2001), Brasil (2017), among others. The research methodology was characterized by being an exploratory study, of an action research nature, with qualitative analysis, having as subjects 10 students from the 4th year of Elementary School in a public school in the rural area of the municipality of Conde, Paraíba. Research instruments such as a field diary and diverse activities focused on discussing the topic were used. The study was divided into three stages: diagnostic activity, development activities and final verification, being applied between the months of April and May 2023, in the discussion of the additive field with the participants. The results indicated that the pedagogical practice combined with the theoretical proposal must be planned and inserted in the discussion of the Decimal Numerical System – SND with the use of nonconventional materials (leaves, seeds, sticks) and conventional materials (golden material, games, paradidactics) it was possible propose discussions involving reading, writing, comparing and ordering Natural Numbers, composing and decomposing numbers through additions and subtractions in the development of different calculation strategies with Natural Numbers. It was concluded that at the end of the study the participants expanded the concepts of the additive field, as well as improved aspects of reading, attention and interpretation of texts, reflecting better on the concepts involving the additive field of mathematics when they are applied to everyday situations involving materials from their community to facilitate numerical conceptual understanding, requiring a continuation and expansion of discussions in subsequent years.