UMA VISÃO CRÍTICA DE PROBLEMAS DO CAMPO CONCEITUAL ADITIVO PRESENTES EM LIVROS DIDÁTICOS DISPONIBILIZADOS NA INTERNET

Abstract

Research results have shown that students, even those who have already completed Elementary School, have difficulties in solving problems of more complex additive structures. This difficulty is also reported by teachers, especially those who work with the Elementary Schools and who present their testimonies in continuing education courses, particularly after observing that the Brazilian National Common Curriculum Base, BNCC, presents many skills in which the student must "solve and elaborate problems". This situation worsened with the need to prepare remote teaching classes. Many began to consult the internet in the search for theoretical and didactic support. The aim of this text is to present the study resulting from the analysis of problems present in available textbooks, free of charge, on the Internet. Our studies are based on Vergnaud's theoretical references of additive conceptual fields and Skovsmose's investigative and critical learning environments. The results of our analysis point to diversified ways to rework problems of the additive field in order to guide teacher and student to develop research scenarios in the classroom. This study concluded that such referral brings a critical and significant dimension to pedagogical practice.