O uso do pop it na aprendizagem da adição em uma turma do 2º ano do ensino fundamental

• Ano de defesa: 2024
• Autor(a) principal: Schmechel, Natália Schmiele
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Pelotas; Programa de Pós-Graduação em Ensino de Ciências e Matemática; UFPel; Brasil
• Palavras-chave em Português: Matemática nos anos iniciais; Pop It; Adição; Aprendizagem; Anos iniciais; Mathematics in the early years; Addition; Learning. Early Years; CIENCIAS EXATAS E DA TERRA; MATEMATICA
• Link de acesso: http://guaiaca.ufpel.edu.br/xmlui/handle/prefix/15715

This dissertation is the result of a research developed in the Programa de PósGraduação em Ensino de Ciências e Matemática (PPGECM) – to Universidade Federal de Pelotas (UFPel). The general objective of the work is to identify the development of mathematics learning of students in the 2nd year of Elementary School using Pop It in the addition operation, for problem solving. For this, it was used Pop It as a manipulative support to resolution of addition problems. Through Pop It, we sought to understand the processes that the students mobilized to identify and solve addition problems, and the contributions of Pop It to the addition calculations and also identify and categorize the students' errors, to better understand their relationship with the content. The participants of the research were students from the 2nd grade class, in the school years of 2023 and 2024, of a municipal public school, in Turuçu, Rio Grande do Sul. First, a pilot study was carried out in the year 2023 and the study took place the following year, in 2024. The research was developed in the area of Mathematics Education in a qualitative approach as the case study method. It contents analysis that was used for data analysis. According to the results obtained, the potential use of Pop It into Mathematics teaching was verified, because it can contribute to the construction of knowledge, helping students in learning and allowing them to see the representation of the actions they were performing. It presenting a new manipulative material as a counting material a new manipulative material used as counting material.