<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1984-7114</journal-id>
<journal-title><![CDATA[Contrapontos]]></journal-title>
<abbrev-journal-title><![CDATA[Contrapontos]]></abbrev-journal-title>
<issn>1984-7114</issn>
<publisher>
<publisher-name><![CDATA[Univali]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-71142016000300541</article-id>
<article-id pub-id-type="doi">10.14210/contrapontos.v16n3.p541-562</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Um trabalho de simulação de operações bancárias num cenário investigativo com alunos dos anos iniciais]]></article-title>
<article-title xml:lang="en"><![CDATA[A banking operations simulation in an investigative scenario with students in the earl y years]]></article-title>
<article-title xml:lang="es"><![CDATA[Un trabajo de simulación de operaciones bancarias en un escenario investigativo con estudiantes de los años iniciales]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Borges]]></surname>
<given-names><![CDATA[Fábio Alexandre]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Eliane Siviero da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Faculdade Estadual de Ciências e Letras de Campo Mourão  ]]></institution>
<addr-line><![CDATA[Campo Mourão PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>16</volume>
<numero>3</numero>
<fpage>541</fpage>
<lpage>562</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-71142016000300541&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-71142016000300541&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-71142016000300541&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo:  Com o presente relato de experi&#234;ncia, teve-se como objetivo investigar o potencial pedag&#243;gico possibilitado pela ado&#231;&#227;o de um cen&#225;rio investigativo nos Anos Iniciais do Ensino Fundamental em aulas de Matem&#225;tica. Para isso, foram trabalhadas atividades envolvendo as quatro opera&#231;&#245;es fundamentais discutidas nos Anos Iniciais do Ensino Fundamental (adi&#231;&#227;o, subtra&#231;&#227;o, multiplica&#231;&#227;o e divis&#227;o), por meio de simula&#231;&#245;es de transa&#231;&#245;es comerciais (compras e vendas), a partir da cria&#231;&#227;o de uma moeda fict&#237;cia. O trabalho foi desenvolvido durante as aulas de Matem&#225;tica no per&#237;odo vespertino, de uma turma de 5&#186; ano de uma escola p&#250;blica localizada no munic&#237;pio de Moreira Sales/PR, contando com a participa&#231;&#227;o de 21 alunos, com idades na faixa et&#225;ria de 9 e 10 anos. Foi criada uma moeda local, denominada pelos alunos de Fisgraus e adquirida inicialmente por meio de uma troca de garrafas do tipo pet. Tamb&#233;m foram trabalhados tr&#234;s problemas envolvendo as medidas de volume mililitros (ml) e litros (l), aproveitando, com isso, o recolhimento de tais garrafas pet. Por fim, foi organizado em um dia uma venda de lanches, em que os alunos utilizaram as moedas adquiridas na troca das garrafas pet para a compra destes lanches. A partir da atividade desenvolvida, conclu&#237;u-se que o trabalho num cen&#225;rio investigativo se mostrou um ambiente prop&#237;cio &#224; aprendizagem, uma vez que houve o envolvimento dos alunos. Foi poss&#237;vel diagnosticar algumas das dificuldades apresentadas por eles com rela&#231;&#227;o &#224;s quatros opera&#231;&#245;es fundamentais (adi&#231;&#227;o, subtra&#231;&#227;o, divis&#227;o e multiplica&#231;&#227;o). Al&#233;m disso, proporcionou-se um trabalho aut&#244;nomo por parte dos alunos nas resolu&#231;&#245;es dos problemas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract:  Through this report of experience, we aimed to investigate the pedagogical potential made possible by the adoption of an investigative scenario in the Early Years of Elementary School, in mathematics classes. For this purpose, activities were conducted involving the four fundamental operations discussed in the Early Years of Elementary School (addition, subtraction, multiplication and division), through commercial transaction simulations (purchases and sales), using a fictitious currency that was specially created. The study was conducted during mathematics lessons in the afternoon period of a 5th grade group at a public school in the municipality of Moreira Sales/PR. It involved the participation of 21 students, aged between 9 and 10 years. A local currency was created, called Fisgraus by the students. The currency was initially acquired through an exchange of plastic bottles. Three problems were worked involving milliliters (ml) and liters (1) volume measures, using the collection of plastic bottles for this purpose. Finally, a one-day sale of snacks was organized, in which students used the coins acquired in exchange for plastic bottles, to buy snacks. Based on the activity developed, we conclude that the work in an investigative scenario provided an ideal learning environment, with good student involvement. It was possible to diagnose some of the difficulties presented by the students with respect to the four fundamental operations (addition, subtraction, division and multiplication). In addition, it enabled the students to work autonomously at problem-solving.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen:  Con este relato de experiencia tuvimos como objetivo investigar el potencial pedag&#243;gico posible gracias a la adopci&#243;n de un escenario de investigaci&#243;n en los primeros a&#241;os de educaci&#243;n b&#225;sica para las clases de Matem&#225;ticas. Para ello se realizaron actividades que involucraban las cuatro operaciones fundamentales trabajadas en los a&#241;os de la educaci&#243;n b&#225;sica inicial (suma, resta, multiplicaci&#243;n y divisi&#243;n), a trav&#233;s de simulaciones de transacciones comerciales (compras y ventas), a partir de la creaci&#243;n de una moneda ficticia. El estudio se realiz&#243; durante las clases de Matem&#225;ticas por la tarde, con un grupo del quinto a&#241;o de una escuela p&#250;blica en el municipio de Moreira Sales / PR, con la participaci&#243;n de 21 estudiantes con edades comprendidas entre 9 y 10 a&#241;os. Fue creada una moneda local llamada por los estudiantes de Fisgraus y adquirida inicialmente a trav&#233;s de un intercambio de botellas de pl&#225;stico. Tambi&#233;n fueron trabajados tres problemas que inclu&#237;an las medidas de volumen mililitros (ml) y litros (l), aprovechando con eso la recogida de este tipo de botellas de pl&#225;stico. Por &#250;ltimo, se organiz&#243; en un d&#237;a una venta de aperitivos, en el que los estudiantes utilizaron las monedas adquiridas a cambio de botellas de pl&#225;stico para la compra de estos bocadillos. A partir de la actividad realizada, concluimos que el trabajo en un escenario investigativo se mostr&#243; un ambiente propicio para el aprendizaje, ya que fue fundamental la participaci&#243;n de los estudiantes. Fue posible diagnosticar algunas de las dificultades que presentaban con respecto a las cuatro operaciones fundamentales (suma, resta, multiplicaci&#243;n y divisi&#243;n). Adem&#225;s, se proporcion&#243; un trabajo aut&#243;nomo por parte de los alumnos en la resoluci&#243;n de los problemas.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino de Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Anos Iniciais]]></kwd>
<kwd lng="pt"><![CDATA[Cenários de Investigação]]></kwd>
<kwd lng="pt"><![CDATA[Simulação de Operações Bancárias.]]></kwd>
<kwd lng="en"><![CDATA[Mathematics Teaching]]></kwd>
<kwd lng="en"><![CDATA[Early Years]]></kwd>
<kwd lng="en"><![CDATA[Scenario of Investigation]]></kwd>
<kwd lng="en"><![CDATA[Banking Operation Simulation.]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de Matemáticas]]></kwd>
<kwd lng="es"><![CDATA[Años Iniciales]]></kwd>
<kwd lng="es"><![CDATA[Escenarios de Investigación]]></kwd>
<kwd lng="es"><![CDATA[Simulación de Operaciones Bancarias.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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