Navegando por Assunto "Subtração"

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    Um estudo sobre a abordagem da subtração de números naturais em livros didáticos de matemática utilizados na Rede Municipal de Ensino de Paranatama
    (2019-12-11) Oliveira, Tânia de Melo; Teles, Rosinalda Aurora de Melo; http://lattes.cnpq.br/8888500885370084; http://lattes.cnpq.br/1577821433441956
    The present work aims to present the results of a didactic analysis with a specific focus on the mathematical operation subtraction with natural numbers; using Gerard Vergnaud's Theory of Conceptual Fields as a theoretical contribution. The students' difficulties in relation to this operation are recurrent and diverse. Knowing that textbooks are instruments to assist in the teaching-learning process, but do not always promote strategies for developing the skills necessary to solve different situations, we seek to understand how mathematics textbooks for the early years address situations involving the operation fundamental subtraction with natural numbers. We specifically analyzed activities and explanations and didactic resources that involve the actions of removing, comparing and completing proposals in the chapters that deal with the theme and in the teacher's manual of the 4th and 5th year elementary school books, used in the municipal education network of city of Paranatama-PE. The research is of the documentary type with a qualitative approach and with a certain quantitative aspect. The method used is inductive, as there are no pre-formed concepts, nor does it consider previous hypotheses. The data obtained showed that the number of situations that address the ideas of removing, comparing and completing is insufficient in both volumes. Among the suggested calculation strategies, we highlight the use of the conventional algorithm using the higher order or “loan method”, and also subtracting the same value in the minuendo and subtrendendo, especially when there are zeros in the minuendo; mental calculus, rounding and the number line were also used to develop a reasoning strategy. Regarding resources, the numerical line, the calculator and the gold material stood out.
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    Um estudo sobre situações-problema de estrutura aditiva envolvendo números inteiros em livros didáticos do 7° ano do Ensino Fundamental à luz da Teoria dos Campos Conceituais
    (2021-07-29) Félix, Rafael Carneiro; Espíndola, Elisângela Bastos de Melo; http://lattes.cnpq.br/0367382856462792; http://lattes.cnpq.br/7908466724861549
    Ce travail vise à analyser les différentes situations-problèmes de structure additive dans les manuels de 7e année du collège, dans le récent Programme National de Manuels Scolaires (PNLD) 2020. Comme cadre théorique, nous utilisons la Théorie des Champs Conceptuels qui considère les types de situations-problèmes de structure additive: composition, transformation et comparaison. Dans la méthodologie, 11 manuels scolaires de la 7e année du PNLD 2020 ont été consultés. L'analyse a été construite sur la base des introductions du chapitre addition et soustraction de nombres entiers des manuels. Au cours de l'analyse, on peut identifier que dans les manuels a une pluralité de situations-problèmes de type transformation, mais les situations-problèmes de type composition sont moins fréquentes. Et celles de comparaison sont absentes des manuels.