Uma análise das dificuldades e estratégias de resolução de problemas do campo conceitual aditivo de alunos do 5º ano do ensino fundamental

Abstract

The present work aims to present an analysis of the difficulties and strategies used to solve problems of the additive field of students of the 5th year of Elementary School. The Theory of Conceptual Fields and the Problem Solving are the theoretical reference of this research, which has a qualitative approach. For the data collection, an evaluation instrument with additive field situations was elaborated, which are classified in: Composition, Transformation and Comparison, relating in prototypical, 1st, 2nd, 3rd and 4th extensions of difficulty, both positive and negative. The participants of the research were students of the 4th year of Elementary School, a municipal school in the interior of the state of Paraná. The results suggest that the participating students may not have been encouraged to look for diverse ways of solving problems in the early years, often limiting themselves to direct application of the algorithm. In addition, the students presented difficulties in problems of negative composition, in which errors were made in the interpretation of the request. In the cases of transformation, the students showed difficulties in the search for the initial state and in the transformation itself e in situations of comparison, when both the referent and the referent were sought.