Primary school children’s strategies concerning problem solving in additive structures

• Autor(a) principal: Magina, Sandra M. P.
• Data de Publicação: 2011
• Outros Autores: Santana, Eurivalda R. S., Cazorla, Irene Mauricio, Campos, Tânia M. M.
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Zetetiké (Online)
• Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/zetetike/article/view/8646679
• topic: Campos conceituais; Estruturas aditivas; Ensino fundamental; Resolução de problemas; Estudo diagnóstico; Conceptual field; Addictive structures; Basic school; Problem solving; Diagnostic study

This paper analyzes strategies used by 1021 primary school childrenfrom 26 public schools located in the south of Bahia, when they were solvingadditive structure problems. The conceptual field theory was adopted as atheoretical framework. The students were asked to collectively solve 12 problemsinvolving addition and subtraction, treated from now on as additive structureproblems. The results revealed significant decrease in the percentage of correctanswers in problems that involved more complex extensions of this structure, aswell as in those which presented semantic incongruence between key words andthe operation that should be used. Although there was some improvement in thechildren’s performance in prototype problems, according the level of instruction,no significant improvement was observed with more complex problems.Considering the intrinsic relationship between the teacher’s and the students’knowledge, the study emphasizes the need to review initial and in-servicemathematics teacher formation, as well as the role of research in teacherformation.