Um estudo sobre as dificuldades de alunos do ensino fundamental em adição e subtração de números inteiros

Abstract

The purpose of this qualitative study was to analyze the difficulties presented by 7th grade elementary students, in addition and subtraction of Integers. Two instruments were used to collect data, one involving problems and the other with emphasis on exercises of algorithms of addition and subtraction. Participants were students in a 7th grade class from a state college. After the application of the instruments, analyzes were performed on the collected data, and the results indicated that the students presented difficulties in addition and subtraction operations with Whole Numbers, derived from procedural learning, focusing on the memorization of signal rules. There were, also, a greater number of hits in the instrument involving problems than in the one composed by algorithm exercises. This result is shown as a consequence of teaching methodologies, used by teachers in the classroom, that do not promote the understanding of the Integers and their identification in the day to day.