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O ensino de Matematica nos Anos Iniciais vem ganhando espaco cada vez maior de discussoes, com destaque para as pesquisas em Educacao Matematica. Dentre tais pesquisas, temos as contribuicoes de Gerard Vergnaud acerca do campo conceitual aditivo. Neste texto, apresentamos uma investigacao com a qual objetivamos analisar as estrategias de academicos formandos em Pedagogia, quando deparados com uma proposta de resolucao de problemas do campo conceitual aditivo. A pesquisa foi desenvolvida em duas etapas: na primeira, academicos do 2o ano do curso de Licenciatura em Matematica de uma universidade publica do Estado do Parana formularam problemas que contemplavam as diferentes estruturas relacionadas as operacoes de adicao e subtracao abordadas por Vergnaud; na segunda, os problemas foram propostos e resolvidos por academicos do 4o ano do curso de Pedagogia da mesma instituicao. Nossa analise das resolucoes indica que, em geral, nao houve dificuldades maiores em relacao as diferentes classes de situacoes propostas por Vergnaud. Por outro lado, pudemos verificar outras incoerencias relacionadas ao valor posicional, contagem, uso da operacao inversa, uso incorreto da virgula em operacoes com numeros decimais, ausencia de notacoes matematicas (sinais de adicao, subtracao etc.), dentre outros. Consideramos, com isso, o fato de que estes futuros professores de Matematica nos Anos Iniciais nao participam de discussoes em sua formacao inicial acerca de problemas matematicos que contemplam as diferentes situacoes e conceitos presentes no campo das estruturas aditivas.  The teaching of Mathematics in the Early Years has been gaining an increasing space of discussions, with emphasis on research in Mathematics Education. Among such researches we have the contributions of Gerard Vergnaud on the additive conceptual field. In this text, we present an investigation with which we aim to analyze the strategies of academic graduates in Pedagogy, when faced with a proposal to solve problems of the additive conceptual field. The research was developed in two stages: first, academics of the 2nd year of the Degree in Mathematics of a public university of the State of Parana formulated problems that contemplated the different structures related to the addition and subtraction operations addressed by Vergnaud; in the second, the problems were proposed and solved by academics of the 4th year of the Pedagogy course of the same institution. Our analysis of the resolutions indicates that, in general, there were no major difficulties in relation to the different classes of situations proposed by Vergnaud. On the other hand, we were able to verify other inconsistencies related to positional value, counting, use of the inverse operation, incorrect use of the comma in operations with decimal numbers, absence of mathematical notations (addition, subtraction, etc.), among others. We thus consider the fact that these future teachers of Mathematics in the Early Years do not participate in discussions in their initial formation about mathematical problems that contemplate the different situations and concepts present in the field of additive structures.

educação matemática pesquisa

Futuros professores de Matemática nos Anos Iniciais e suas estratégias diante de problemas do campo conceitual aditivo &lt;br&gt; Future teachers of Mathematics in the Early Years and its strategies in the problems of the additive conceptual field