Possíveis interfaces entre alfabetização matemática e alfabetização no trabalho com problemas desencadeadores de aprendizagem de operações aritméticas

Abstract

This investigation sought to answers the following research problem: During the resolution of problems that trigger the learning of arithmetic operations by students in the second year of elementary school, what manifestations reveal interfaces between mathematical literacy and literacy? The aim, therefore, was to investigate the interfaces between mathematical literacy and literacy in the process of solving problems that trigger learning, by students in the early years, involving arithmetic operations. The research was based on the theoretical assumptions of the HistoricalCultural Theory and the methodological paths of Historical-Dialectical Materialism. It was carried out in a municipal school in Almirante Tamandaré – PR, in a 2nd-grade elementary school class, over the course of six meetings, two of which were observation moments and four intervention moments. The instruments used to capture the data were audiovisual recordings, written records of the participants’ activities, and the researcher’s logbook. For the field research, two Learning Triggering Situations were developed, anchored in the concept of Teaching Guiding Activity, materialized through two Virtual Stories based on Children’s Literature, from which emerged learning triggering problems that form the basis of the educational product that accompanies this dissertation, entitled Virtual Story of the Concept as a learning triggering situation for the appropriation of arithmetic operations. The data collected was analyzed using the concept of Isolates, starting from the construction of episodes based on scenes that reveal indications of possible interfaces between mathematical literacy and literacy. The analysis process consisted of two isolates called Interfaces between reading, speaking, and understanding mathematical ideas and Interfaces between written records in Portuguese and Mathematics, through which the following interfaces were evident: reading, orality, communication, couting, numerical sequence, record and calculation. Furthermore, it should be noted that, although mastery of reading favors the resolution of the triggering problem, the student also needs to take ownership of the mathematical concepts involved.