Sequência didática na perspectiva do campo conceitual aditivo para o ensino e aprendizagem das operações de adição e subtração.

Abstract

This research deals with the learning difficulties of students in the 2nd year of Elementary School, which involve the concepts and operations of addition and subtraction. These difficulties were highlighted in the classroom, as well as in the results of the SAEB (Basic Education Assessment System) tests in 2019, in the literature review and in the application of a didactic sequence, thus reinforcing, the problem of teaching addition and subtraction in the early years of elementary school. With this, the objective is to structure a Didactic Sequence from the perspective of Conceptual Field Theory for teaching and learning the concepts and operations of addition and subtraction in the early years of elementary school. elementary School. In this sense, the methodological structure of the research is anchored in Didactic Engineering, which was identified in two textbooks, which little explore the categories of problems in the additive field designated by Vergnaud, in this way, we present as an educational product, a paradidactic book, as a didactic sequence model, which explores studies of the concepts of addition and subtraction, as well as the operations that apply them from the perspective of Vergnaud's additive conceptual field.