Estruturas aditivas: o suporte didático influencia a aprendizagem do estudante?

• Autor(a) principal: Santana, Eurivalda Ribeiro dos Santos
• Data de Publicação: 2010
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/11446
• topic: Estruturas aditivas; Adicao; Matematica (Ensino fundamental) -- Estudo e ensino; Material didatico; Additive structures; Didactic material; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA

This thesis had as main objective to evaluate the contributions that a sequence of teaching, based on the classification proposed by the Theory of Conceptual Fields, brings to the domain of Addictive Field by students in the 3rd year of elementary school. As a specific objective the study sought to evaluate whether the use of distinct didactics support produces different effects in the domain of Conceptual Additive Field. The theoretical basis is landed on the Theory of Conceptual Fields. The methodology included a quasi-experimental design with experimental and control groups. Pre and post-tests were applied, which allowed the completion of the analysis within and between groups. Niny eight students participated, from which 46 of them divided into two experimental groups and 52 in two control groups. The four groups responded to tests and only the experimental groups had eight meetings for the implementation of the teaching intervention. One group worked the situations-problem additive anchored by didactic material (golden material and abacus), while the other group was anchored by the representational material (Vergnaud diagrams). The control groups had eight classes with the objective to learn the additive structures, working situations-problem of addition and subtraction. The lessons of one of the control groups were followed by me. The main results show that the average of correct answers of the control groups was approximately 43% in the pre-test and 42% in the post-test. The experimental groups started from an average correct answers around 47% (pre-test) and reached 77% in the post-test. The results leave no questions about the experimental groups progress regarding the ability to solve situations-problem additive, from the simplest, considered prototypes, to those classified as of 4th extension. In general, the use of different didactic support did not cause significant differences in the expansion of the additive field. However, the use of didactic material presented supremacy in the performance of students in two categories of situations-problem: the transformation of a relationship and composition of several transformations. The results also indicate that the domain of Conceptual Additive Field does not occur in the 3rd year of elementary school. Certainly it will take a long time to occur. The study concludes that the use of a sequence of education, built based on the classification proposed in the Theory of Conceptual Fields, allows that the additives concepts are worked out step by step with students, that is, the additives concepts can be taught according to the degree of difficulty and complexity. The main contribution that the sequence of teaching brought to the students was ownership and consequently the expansion of additive structures