Estratégias resolutivas de estudantes do 6° ano nos processos operatórios do campo aditivo

Abstract

This work presents the results of research that aimed to identify the solving strategies presented by students in the 6th year of elementary school involving the operational processes of addition and subtraction in the set of Natural Numbers. The theoretical contribution was based on Vergnaud's ideas about the Additive Conceptual Field and the ideas of Humphreys and Parker for the discussion of resolution strategies. Data were collected through the application of an initial instrument containing 5 problems involving the operations of addition and subtraction, and also through the problems solved during the teaching action carried out. The results allow us to infer that: students performed well in transformation and composition problems with a lower level of complexity; however, in the more complex composition situation the hit rate dropped to 64%; and in the comparison category it was even lower, 40%. Furthermore, we found that the most used strategy was the traditional algorithm in the "armed account" format (59.1%). Among the strategies used in this investigation, "decomposing one of the installments" and "rounding the subtrahend" were the most used, with 8.3% and 7.7%, respectively. We highlight as a positive result the fact that 10.6% of students took the initiative to create their own strategy, as they were inspired by the strategies worked on.