As operações aritméticas fundamentais no âmbito da resolução de problemas

Abstract

The emergence of fundamental arithmetic operations is closely linked to man's daily life and acquiring this knowledge is important for academic and social development. In the search to cease this knowledge, didactic-pedagogical processes are necessary and in this sense, Problem Solving is a method capable of making them accessible. Therefore, this study aimed to analyze the context of learning fundamental arithmetic operations based on teaching mediated by the problem-solving method. The nature of the data and procedures used was qualitative research. As for the general purpose, it was configured as exploratory research. The method that conducted the data collection techniques and instrument was bibliographic research. To make inferences from the data produced, we used phenomenological interpretative analysis. It was considered that the Exploration, Resolution and Proposition of Problems methodology has didactic-pedagogical conditions to cause reflective teaching and learning of concepts/ideas/meanings of fundamental arithmetic operations; However, basic work/initiation in the mathematics of fundamental arithmetic operations is still necessary since they constitute a basis for understanding subsequent content and, important within the curriculum for the acquisition of new skills that facilitate future learning of content that makes up the mathematics curriculum in general.