Abstract

SANTANA, Eurivalda Ribeiro Dos Santos; CAZORLA, Irene Mauricio  and  CAMPOS, Tânia Maria Mendonça. Desempenho de estudantes em diferentes situações no campo conceitual das estruturas aditivas. Est. Aval. Educ. [online]. 2007, vol.18, n.38, pp.137-152. ISSN 0103-6831.

The object of this work is to make a diagnosis of student performance in solving problems of additive structures from the same class, but in different situations, using pictorial language and other representations of the number concept. 1021 public school students, belonging to the 1st and 2nd cycles of fundamental courses (1^st to 8^th grades), from 6 southern Bahia state counties, were given an instrument composed of 17 problem situations, covering adding and subtraction operations of .  The results show that it is easier for students to solve problems when the situations use natural language and all of the problem components are explicit. The introduction of picture representations, the absence of problem components, the student’s choice of those components, the search for an answer among the  numbers listed and the meaning of the number as a measure in the spatial context, have a negative impact on the performance. These results seem to point out that situations involving these types of representations are not addressed by teachers, showing the need to increase the number of situations offered in the classroom in order to fully develop this conceptual field.

Keywords : Additive Structures; Situations; Representations; Diagnostic Study.

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