<?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>2176-6681</journal-id>
<journal-title><![CDATA[Revista Brasileira de Estudos Pedagógicos]]></journal-title>
<abbrev-journal-title><![CDATA[R. Bras. Est. Pedag.]]></abbrev-journal-title>
<issn>2176-6681</issn>
<publisher>
<publisher-name><![CDATA[Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2176-66812023000100206</article-id>
<article-id pub-id-type="doi">10.24109/2176-6681.rbep.104.5262</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estratégias e procedimentos utilizados por estudantes do 3º ao 5º ano do ensino fundamental na operação aritmética de multiplicação]]></article-title>
<article-title xml:lang="en"><![CDATA[Strategies and procedures used by students from 3rd grade to 5th grade in the arithmetic operation of multiplication]]></article-title>
<article-title xml:lang="es"><![CDATA[Estrategias y procedimientos utilizados por estudiantes del 3° al 5° año de primaria en la operación aritmética de multiplicación]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bessa]]></surname>
<given-names><![CDATA[Sônia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Dayse Souza]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
<xref ref-type="aff" rid="Aaf"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Goiás (UEG)  ]]></institution>
<addr-line><![CDATA[Luziânia Goiás]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Campinas (Unicamp)  ]]></institution>
<addr-line><![CDATA[Campinas São Paulo]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Escola Freudiana de Vitória  ]]></institution>
<addr-line><![CDATA[Vitória Espírito Santo]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Faculdade de Tecnologia e Ciências do Alto Paranaíba (FATAP)  ]]></institution>
<addr-line><![CDATA[Vitória Espírito Santo]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>104</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2176-66812023000100206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2176-66812023000100206&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2176-66812023000100206&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A matemática vai muito além da escola, ao permitir às pessoas a participação no mundo letrado. Assim, esta pesquisa empírica tem o objetivo de investigar o nível de compreensão de multiplicação de estudantes do 3º ao 5º ano do ensino fundamental e quais estratégias utilizam para resolverem atividade experimental envolvendo essa operação. Participaram 81 estudantes de quatro escolas públicas e particulares de cidades do estado de Goiás. O instrumento utilizado para identificar a compreensão de multiplicação foi uma situação experimental que requeria conhecimento de adição, multiplicação e divisão, com a possibilidade de encontrar seis níveis de compreensão de multiplicação, com níveis crescentes de complexidade. Os resultados encontrados apontaram que os estudantes dos três anos escolares das escolas públicas e particulares têm dificuldades com a operação de multiplicação com números naturais e a operação &#8220;n vezes x&#8221; por antecipação mental, recorrendo com frequência ao suporte empírico e uso frequente e intuitivo da soma repetida. Não foi verificada diferença significativa quanto ao gênero e nível socioeconômico, mas a idade e o ano escolar cursado foram bons preditores de melhor compreensão de multiplicação. Dessa forma, este estudo abre possibilidades de pesquisas envolvendo a prática pedagógica das operações aritméticas e confere amplitude à análise dos processos de ensino e aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Mathematics goes far beyond school, since it allows people to participate in the literate world. Therefore, the focus of this empirical study is to investigate the level of comprehension of 3rd to 5th grade students regarding multiplication and which strategies they use to solve an experimental activity involving this sort of operation. 81 students from four public and private schools in the state of Goiás have participated. The instrument used to identify such a comprehension was an experimental situation that required knowledge of addition, multiplication and division, with the possibility of finding six levels of multiplication understanding, which had increasing levels of complexity. Results indicated that students from the three grades had difficulties concerning a multiplication operation with natural numbers and the operation "n times x" through mental anticipation, resorting frequently to empirical support and an intuitive use of repeated addition. No significant difference was verified in terms of gender and socioeconomic level, though age and school grade were good predictors for a better understanding of multiplication. This study caters to the possibility of more research involving the pedagogical practice of arithmetic operations, granting a broader analysis of teaching and learning processes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Las matemáticas van mucho más allá de la escuela al permitir que las personas participen en el mundo alfabetizado. Esta investigación empírica tiene como objetivo investigar el nivel de comprensión de multiplicación de los estudiantes del 3º al 5º año de la educación primaria y cuales estrategias utilizan para resolver una actividad experimental que involucre esta operación. Participaron 81 alumnos de cuatro escuelas públicas y privadas de ciudades del estado de Goiás. El instrumento utilizado para identificar la comprensión de multiplicación fue una situación experimental que requería conocimientos de suma, multiplicación y división, con la posibilidad de encontrar seis niveles de comprensión de multiplicación, con niveles crecientes de complejidad. Los resultados encontrados mostraron que los estudiantes de los tres años escolares de los colegios públicos y privados presentan dificultades con la operación de multiplicación con números naturales y la operación &#8220;n por x&#8221; por anticipación mental, recurriendo frecuentemente al apoyo empírico y al uso frecuente e intuitivo de la suma repetida. No se verificó diferencia significativa con respecto al género y al nivel socioeconómico, pero la edad y el año escolar asistido fueron buenos predictores de una mejor comprensión de multiplicación. Así, este estudio abre posibilidades de investigación que involucran la práctica pedagógica de las operaciones aritméticas y da amplitud al análisis de los procesos de enseñanza y aprendizaje.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[resolução de problemas]]></kwd>
<kwd lng="pt"><![CDATA[educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[BNCC]]></kwd>
<kwd lng="pt"><![CDATA[ensino fundamental - anos iniciais]]></kwd>
<kwd lng="pt"><![CDATA[estruturas aditivas e multiplicativas]]></kwd>
<kwd lng="en"><![CDATA[problem solving]]></kwd>
<kwd lng="en"><![CDATA[mathematics education]]></kwd>
<kwd lng="en"><![CDATA[BNCC]]></kwd>
<kwd lng="en"><![CDATA[early childhood education]]></kwd>
<kwd lng="en"><![CDATA[addition and multiplication structures]]></kwd>
<kwd lng="es"><![CDATA[resolución de problemas]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[BNCC]]></kwd>
<kwd lng="es"><![CDATA[educación primaria-años iniciales]]></kwd>
<kwd lng="es"><![CDATA[estructuras aditivas y multiplicativas]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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