Resoluções de problemas do campo multiplicativo realizadas pelas crianças do 1º ao 5º ano do ensino fundamental

• Ano de defesa: 2021
• Autor(a) principal: Castro, Claudia Alves de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cruzeiro do Sul; Brasil; Programa de Pós graduação em Ensino de Ciências e Matemática; Cruzeiro do Sul
• Palavras-chave em Português: Campo conceitual; Estruturas multiplicativas; Raciocínio multiplicativo; Resolução de problemas; Crianças dos anos inicias.; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/4052

This research aims to observe and analyze the development of multiplicative thinking and the procedures used in problem solving, by students from the 1st to the 5th years of Elementary School in a private school in the Capital of São Paulo, in the light of Vergnaud’s Conceptual Field Theory. Twenty-five students were selected for the research, five from each year of schooling. Data collection took place individually through video footage and resolution protocols for each problem. The problems were organized based on Vergnaud’s theories on the multiplicative field and on official curricular documents from our country (PCN’s; BNCC). The research can be defined as mixed methods because it is an investigative approach that combines or associates qualitative and quantitative research in a single study, making it possible to associate the documentary approach and the recording of videofilming with an analytical and interpretative character. The results of this research point to the development process of students from the 1st to the 5th year, in the Conceptual Field of the Multiplicative Structure. The organization of data and the processes of interpretation and validation point to some meanings that are developed by students who participated in the research, such as proportionality in the meaning “one to many”, comparative multiplication in the meaning “half” and rectangular configuration – discrete quantities. For the other meanings of the multiplicative operations, we find gaps in the knowledge of students that, when identified, need to be problematized in teaching situations. As for the resolution procedures, the research shows that for the same situation different procedures were mobilized by students from the same class. However, the procedure for adding equal portions is very present not only in the protocols of 1st year students, but in other years of schooling as well. The students justify their actions and their thinking in the interviews, which contributed to the researcher's understanding of the development of the multiplicative reasoning of the students participating in the research.