Um olhar acerca do campo conceitual das estruturas aditivas: a relação ao saber do/a professor/a que ensina nos anos iniciais.

Abstract

This work is part of the result of a qualitative research, whose general objective is: To analyze the practice of the teacher who teaches in the early years the contents involved in the conceptual field of additive structures, as specific: To identify the elements that make up the practice of teacher who teaches Mathematics in the early years; Understand how teachers mobilize the knowledge of their experiences in relation to teaching in the field of additive structures; Analyze how teachers understand the contents that are linked to additive structures. Thus, the teacher has a fundamental role in the intellectual development of the student, being a mediator of the teachinglearning process within the classroom. With that in mind, the choice of topic for the research arose from xperiences in classrooms, in the Institutional Teaching Initiation Scholarship Program (PIBID), in which I participated from 09/2018 to 01/2020. Another environment that instilled curiosity and interest in the subject took place through internships in Early Childhood Education in 2019 and in the Early Years of Elementary School in 202. This research becomes relevant so that we can discuss and reflect on how teachers have been working in the additive field. Thus, it also serves to broaden the teachers' view of their practice within the classroom, both in relation to teaching and their methodologies. With this, the question arose about how the teacher who teaches in the early years is working the contents involved in the conceptual field of additive structures. The research was guided by the light of the theory of Relation to Knowledge of Chralot (2000, 2001, 2005), which offers us great contributions of how the subject categorizes his knowledge in relation to his experiences with the world, with the other and mainly in the school context. As well as the theoretical basis of the theory of Conceptual Fields by Gerard Vergnaud (1990, 1991, 1996), in which the theory seeks to identify children's difficulties in terms of manipulation with the four basic operations. A semistructured interview with seven questions relevant to the teaching of addition and subtraction and a video recording of two Mathematics classes was adopted as a data collection instrument. From the analyzed data, it can be concluded that the additive conceptual field continues to be a great challenge for both teachers and students, both in relation to the methodologies employed, as the problemsituations posed. Therefore, it is necessary for the teacher to reflect on his/her practice in the classroom and for him/her to use different methodologies, in addition to providing problemsituations that are associated with the students' daily experiences. For, only from this, the student will understand the importance of Mathematics in their lives and will be able to devise strategies to expand their knowledge.