Contribuições teóricas e didáticas para o ensino e aprendizagem da combinatória nos anos iniciais do ensino fundamental.

Abstract

This research has the investigation problem: What are the contributions of official documents for the process of teaching and learning combinatory in the initial years of elementary school? It aims to: (1) identify the orientations and directions of official documents to the teaching and learning of combinatory in the early years of elementary school; (2) organize a situation of teaching in accordance with the orientations of official documents, and (3) understand how the official orientations can be developed in the classroom context. The same it has nature qualitative and was developed in three parts: the first involves a literature search in which we analyze the National Curriculum Parameters of Elementary Education - Initial Years; Basis National Common Curricular, the Referential Curricular of the Paraiba State of Elementary Education and the National Pact for Literacy in Certain Age; to identify their contributions to the teaching of combinatorics. From this analysis, we conducted the second part of the research, which organized a teaching situation guided by the orientations of the documents. The third part involves a research of collaborative practice, in which the teaching situation was carried out with students from the 4th grade of elementary school in a public school in the city of Cuité - PB. The collected data were via registration registration of students, audio transcripts, photography and field diaries of the researchers. From the analysis we found that on a problematical and dialogical teaching perspective enables significant learning combinatorial concepts of students in the early years of elementary school. Moreover, we observed that the adopted teaching dynamics made it possible for students to develop the argument capacity and communication in math classes.