Conhecimentos matemáticos nos anos iniciais do ensino fundamental: uma proposta didática aplicada no município de Pilar - PB

Abstract

The present study approaches the mathematical knowledge in the initial years of Elementary School, aiming at the elaboration of a didactic proposal involving Mathematics for application with students of a multi-seriate group of 2nd and 3rd years of the Municipal School of Primary Education Antônio José da Costa, located in Sítio Chã and Areia, in the municipality of Pilar - PB. The theoretical basis used in this work is composed by the following authors: D'Ambrosio (2011); Molina (2002); Caldart (2004); Farias, Azeredo and Rêgo (2016); Van de Walle (2009), among others. The methodology was characterized as exploratory, descriptive, and analytical research, according to the simple case study design, in which the main techniques used were: observation, field diary, and didactic sequence. The field research with 11 students from September to November 2017. We started with the application of a semistructured pre-test, composed of two parts: students profile and situations problems involving addition and subtraction questions aiming at identifying the concepts with respect to mathematics. Due to the difficulties presented in the diagnosis (pre-test) observed in the observation period, we elaborated a didactic proposal with five classes, involving the concepts of addition and subtraction, from the manipulation of Concrete Material. At the end of the intervention period, we applied the post-test, again using the questionnaire instrument (post-test). Regarding the results, we verified that throughout the classroom interventions differentiated methodological work allowed the students to understand and to realize the positional value of the figures, using operative techniques for addition and subtraction with changes and grouping, using different ways to add and remove numbers. We also verify the increase in participation, interest, attention, reflection, and search for solutions to problems, thus stimulating reading, textual and written interpretation, especially Mathematics, which, when presented well, becomes irresistible.