O ensino da adição e subtração utilizando a metodologia sequência Fedathi na perspectiva da teoria dos campos conceituais

Abstract

This work deals with the contents of mathematics worked with students from elementary school, specifically subtraction and addition in the Place Value Frame (PVF), with the purpose of promoting quality in the processes of teaching and learning mathematics. The objective was to develop and present the analysis of a pedagogical experience, based on the methodological assumptions of the Fedathi Sequence, under the assumptions of the Conceptual Fields theory, in particular the Additive Conceptual Field of Vergnaud in the perspective of Mathematical Literacy. For that, we used a list of exercises created for the development of skills in situations of addition and subtraction of students subject to this research. The research is qualitative in nature, of the participant type, as it sought the involvement of the research subjects, in order to understand their own reality, their interests and the resolution of contextual problems to be debated and studied. The research steps included the bibliographical study, the elaboration and application of a Didactic Session for teaching addition and subtraction using Fedathi Sequence – FS from the perspective of Mathematical Literacy, and the analysis of the 32 students' answers to the list of exercises. For the analysis of the exercises, the categories and subcategories of the additive structures of Vergnaud, the transformation and comparison were used. It is pointed out as results that activities that value the context and the Additive Conceptual Field, facilitate the acquisition of learning of additive structures. It is also verified that there is a lack of digital culture, which, consequently, makes it difficult for remote learning to achieve its goals more satisfactorily. However, it was important to use an instant messaging application, web conferencing platforms and an electronic form to access the study of mathematical concepts. Thus, it is considered that it is possible to develop meaningful learning when it is inserted in the context of classes, a mathematics of everyday life, a humanistic mathematics, on which students, using a pedagogical support, such as the QVL, can be able to solve problems, reflecting and acting on situations in the real world.