<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012024000100321</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v46i1.62862</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Conhecimentos e atividades para potencializar o cálculo mental]]></article-title>
<article-title xml:lang="es"><![CDATA[Conocimientos y actividades para mejorar el cálculo mental]]></article-title>
<article-title xml:lang="en"><![CDATA[Knowledge and activities to enhance mental calculation]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Berticelli]]></surname>
<given-names><![CDATA[Danilene Gullich Donin]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zancan]]></surname>
<given-names><![CDATA[Sabrina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Palotina Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de Santa Maria  ]]></institution>
<addr-line><![CDATA[Palmeira das Missões Rio Grande do Sul]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>46</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012024000100321&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012024000100321&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012024000100321&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. O cálculo mental é essencial no desenvolvimento de estratégias para a solução das quatro operações, fundamentais para a Matemática. Diversos autores destacam-se por apresentar estratégias de cálculo mental, como Backheuser (1933), Albuquerque (1951), Beishuizen (1993), Parra (1996), Thompson (1999a), Threlfall (2002), Boaler (2020). Por meio de uma pesquisa bibliográfica, analisamos as estratégias sugeridas por estes autores e notamos que alguns as denominam, enquanto outros detém-se a exemplos, ambos com intenção de levar o leitor a compreendê-las. Porém, apresentar uma estratégia e nominá-la não é suficiente para que o indivíduo possa compreendê-la e utilizá-la para, posteriormente, poder ensinar. É imprescindível reconhecer quais os conhecimentos necessários para acionar uma estratégia. Nesse artigo nos propomos a analisar as estratégias de cálculo mental descritas por estes autores e elencar os conhecimentos necessários a cada uma delas, de modo a compreender o que é preciso saber para formular uma estratégia. A partir da análise, elencamos quatro grupos de conhecimentos essenciais para o desenvolvimento do cálculo mental: Fatos básicos, Decomposição, Dobros e Rede de relações numéricas do 10. Para além disso, apresentamos sugestões de atividades que podem ser ampliadas e aplicadas em sala de aula, a fim de auxiliar professores a construírem com seus alunos conhecimentos e estratégias, possibilitando o desenvolvimento do cálculo mental. Nossa pesquisa indica que, antes de apresentar uma estratégia, é necessário trabalhar os conhecimentos que embasam a mesma, caso contrário, torna-se difícil realizar cálculos mentais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN. El cálculo mental es fundamental en el desarrollo de estrategias para la solución de las cuatro operaciones, fundamentales para las Matemáticas. Varios autores se destacan por presentar estrategias de cálculo mental, como Backheuser (1933), Albuquerque (1951), Beishuizen (1993), Parra (1996), Thompson 1999a), Threlfall (2002), Boaler (2020). A través de una investigación bibliográfica, analizamos las estrategias sugeridas por estos autores y notamos que algunos las nombran, mientras que otros se detienen en ejemplos, ambas con la intención de llevar al lector a comprenderlas. Sin embargo, presentar una estrategia y nombrarla no es suficiente para que el individuo sea capaz de comprenderla y utilizarla para luego poder enseñar. Es fundamental reconocer qué conocimientos se necesitan para desencadenar una estrategia. En este artículo nos proponemos analizar las estrategias de cálculo mental descritas por estos autores y enumerar los conocimientos necesarios para cada una de ellas, con el fin de comprender qué es necesario saber para formular una estrategia. A partir del análisis, enumeramos cuatro grupos de conocimientos esenciales para el desarrollo del cálculo mental: Operaciones básicas, Descomposición, Dobles y Red de relaciones numéricas de 10. Además, presentamos sugerencias de actividades que pueden ser ampliadas y aplicadas en el aula. con el fin de ayudar a los docentes a construir con sus alumnos conocimientos y estrategias, posibilitando el desarrollo del cálculo mental. Nuestra investigación indica que, antes de presentar una estrategia, es necesario trabajar en el conocimiento que la sustenta, al contrario, se vuelve difícil realizar cálculos mentales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. Mental calculus is essential in the development of strategies for the solution of the four operations, fundamental to Mathematics. Several authors stand out for presenting mental calculation strategies, such as Backheuser (1933), Albuquerque (1951), Beishuizen (1993), Thompson (1999a), Parra (1996), Threlfall (2002), Boaler (2020). Through bibliographical research, we analyzed the strategies suggested by these authors and we have noticed that some authors name them, while others remain on examples, both with the intention of leading the reader to understand them. However, presenting a strategy and naming it is not enough for the individual to be able to understand and use it to be able to teach later. It is essential to recognize what knowledge is needed to trigger a strategy. In this article, we propose to analyze the mental calculation strategies described by these authors and list the knowledge needed for each of them, to understand what is necessary to know to formulate a strategy. From the analysis, we list four groups of essential knowledge for the development of mental calculation: Basic facts, Decomposition, Doubles and Network of Numerical relations of 10. In addition, we present activity suggestions that can be expanded and applied in the classroom, in order to help teachers to build knowledge and strategies with their students, enabling the development of mental calculus. Our research indicates that, before presenting a strategy, it is necessary to work on the knowledge that underlies it, otherwise it becomes difficult to perform mental calculations.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[adição]]></kwd>
<kwd lng="pt"><![CDATA[cálculo mental]]></kwd>
<kwd lng="pt"><![CDATA[estratégias]]></kwd>
<kwd lng="pt"><![CDATA[conhecimentos, atividades]]></kwd>
<kwd lng="es"><![CDATA[adición]]></kwd>
<kwd lng="es"><![CDATA[cálculo mental]]></kwd>
<kwd lng="es"><![CDATA[estrategias]]></kwd>
<kwd lng="es"><![CDATA[conocimiento]]></kwd>
<kwd lng="es"><![CDATA[actividades]]></kwd>
<kwd lng="en"><![CDATA[addition]]></kwd>
<kwd lng="en"><![CDATA[mental calculation]]></kwd>
<kwd lng="en"><![CDATA[strategies]]></kwd>
<kwd lng="en"><![CDATA[knowledge]]></kwd>
<kwd lng="en"><![CDATA[activities]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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<nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Zancan]]></surname>
<given-names><![CDATA[S.]]></given-names>
</name>
<name>
<surname><![CDATA[Sauerwein]]></surname>
<given-names><![CDATA[R. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Método líquen-aritmética para os anos iniciais]]></article-title>
<source><![CDATA[Vivências]]></source>
<year>2017</year>
<volume>13</volume>
<numero>24</numero>
<issue>24</issue>
<page-range>310-21</page-range></nlm-citation>
</ref>
</ref-list>
</back>
</article>
