Intrumentos de ensino para aprendizagem das operações fundamentais: um roteiro de aplicação

Abstract

Teachers and the school community acknowledge, in the classroom environment, students' apprehensions regarding mathematics. This is a long-standing scenario that has been attempted to be overcome for years. Therefore, one of the major challenges for mathematics teachers is to find ways to demystify the teaching of this subject for students and make it meaningful to them. During the initial teacher training in the Mathematics Degree program, particularly in the supervised internship, the first contact with classes from the final years of elementary school brought a common perspective to most mathematics student-teachers regarding the students' difficulty in understanding mathematical content. This difficulty stems from not knowing how to identify which operation to use and when to use it. Assuming that basic mathematical operations are one of the foundational knowledges for the student's academic development within the discipline, the Extension Project named "What's the Operation?" emerges as an alternative. Its aim is to assist and reinforce the learning of fundamental operations within the school environment of internship partner schools, using teaching instruments. Thus, it enables the reinforcement of students' prior (mathematical) knowledge, creating possibilities for them to boost their studies both inside and outside the mathematics classroom. This study aims to analyze the use of teaching instruments as an active methodology for learning fundamental operations by Elementary and High School students. Specifically, it seeks to present reflections on the application of the "Operations Game" as a didactic resource and to provide a systematized guide for its use in the classroom. The methodology of this work is an experience report within the scope of an Extension Project in which the author participated as an extensionist, developing instruments for teaching and learning fundamental operations.