Problemas Aditivos: Uma proposta de ensino no contexto do jogo Rouba Monte

Abstract

This research hás na interventionist character because we develop, analyze and evaluate with a group of children a teaching proposal based on the results of the Conceptual Fields Theory of Gérard Vergnaud, focusing on Additive structures. The research a municipal school network in Duque de Caxias - RJ. This educational intervention occurred in ten meetings and was planned in the contexto of the Game Rouba Monte Who played a leading role in the intervention, allowing the further development of Mental Calculation, as well as, an expansion of knowledge additives. In this research, the game, and especially card games, a cheap stuff and socially known by children, is a significant mathematical work, because at the same time which makes the game play ful, it requires and enhances the importance of the teacher as mediator. The teacher, through the game, stimulate situations and invit estudents to clarify their mental procedures in solving problems. This way of doing increases and diversifies the mathematical knowledge of students in literacy cycle, and contribute to a more collective construction of knowledge and collectivizing worked in mathematics classroom.