TEACHING MATHEMATICS: ANALYSIS OF THE SCHOOL TASKS OF THE AXIS NUMBERS AND OPERATIONS

Abstract

Does the way in which mathematics teaching, in particular the number and operations axis, is organized in the early years of Elementary School allow the appropriation of concepts and the development of students' theoretical thinking? This question has become a problem to be investigated, since children, in general, are reaching the 6th year of Elementary School without having appropriated the basic contents of mathematics, as can be seen in the literature in the area. Thus, the objective of this research was to investigate how the number and operations axis has been worked with students from 1st to 5th grade, in order to understand what kind of thinking has been possible to form by students. For the investigation of this phenomenon, a bibliographical and documental research was developed, in which the sources were the mathematics notebooks of students from a public school in the northwest of Paraná. In the analysis of the data, it was verified the predominance of the work with the axis numbers and operations in relation to the other axes, as well as several repetitive tasks, in which the change resided in the quantitative increase of the values of the worked numerals. It was found that the emphasis of this type of teaching is on the external aspects of the concepts and not, for example, on the constitutive concepts of the Decimal Numbering System. The data revealed that this form of teaching restricts the formation of students' theoretical thinking.

Keywords

• ensino de matemática
• tarefas escolares
• teoria histórico-cultural
• números e operações.