A aprendizagem das crianças dos anos iniciais com relação ao uso de representações semióticas no campo aditivo

Abstract

The present work has as its theme the learning of the children of the initial years in relation to the use of semiotic representations in the additive field. It approaches concepts and careful research on the registers of semiotic representations and the additive field produced by children and how they can be used by educators. The purpose of this research was to analyze the differentiated forms of semiotic records used by children in the resolution of additive field problems. The specific objectives are: to diagnose children's level of comprehension about the additive field and to identify the variety of records used by children, showing difficulties and facilities. The methodology encompasses a field research, in which observation and a diagnostic activity involving additive field situations were used as instruments of information collection, in classes of the 3rd and 4th year of a public school in João Pessoa. For the preparation of this study we use as main theoretical sources authors such as: Nunes et al. (2005), Magina et al. (2008), Etcheverria, Campos e Silva (2015), Smole e Diniz (2001), the National Curricular Parameters, (BRAZIL, 1997) and Cadernos 1, 2 and 4 of the National Pact for Literacy in the Right Age (BRAZIL, 2014), produced by MEC (Ministry of Education and Culture). From the observation and the activity carried out, it was evidenced the relevance of the analysis of the registers by the teachers in order to identify the difficulties of the students as well as in the reuse of these records as instruments in pedagogical mediation. It has also been shown that the main element for mathematical learning is the registers of semiotic representations, since it is these representations that allow teachers to know what the student thinks about what is being taught.