TEACHING ADDITIVE STRUCTURES IN LIGHT OF THE THEORY OF CONCEPTUAL FIELDS
DOI:
https://doi.org/10.61164/vf5tth97Keywords:
Mathematics Education, Theory of Conceptual Fields, Didactic SequenceAbstract
This article presents a didactic sequence aimed at teaching addition and subtraction operations in the early years of Elementary School, in accordance with the guidelines of the Brazilian National Common Core Curriculum (BNCC). The proposed activities involve the resolution and formulation of problem situations encompassing different meanings of additive structures, valuing the use of diversified calculation strategies, including mental calculation and the use of manipulable materials. The proposal is grounded in Vergnaud’s Theory of Conceptual Fields, which understands the learning of mathematical concepts as the result of experiencing a variety of meaningful situations. In this context, base-ten blocks and the game “Never 10” are presented as relevant pedagogical resources for understanding the decimal number system, the place value, and the additive operation. These resources enable the mobilization of different action schemes and representations, fostering the construction of the concepts of unit, ten, and hundred, as well as the understanding of subtraction as the inverse operation of addition. It is concluded that the use of these materials acts as a mediator of learning, promoting the construction of mathematical meanings and contributing to the development of mathematical thinking in the early years. Thus, this work offers relevant support for teaching practice, highlighting the importance of Mathematics instruction that values action, reflection, and pedagogical mediation.
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