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Vergnaud’s Conceptual Fields Theory was the theoretical basis of this study which aims to identify the operational invariants inappropriate presented by student entrants in Exact Sciences courses in problems of Additive Conceptual Field. For this, the students have answered a test containing problems of six categories of additive structure, which was analyzed in terms of relational calculations presented, and permitted the identification of the theorems in action mobilized by the students. The results indicate the presence of invariant inappropriate in composition, transformation and comparison problem solving, which may prevail throughout students’ school life, and thus interfere in fail and evasion rates in undergraduate courses.

Estratégias de resolução em problemas do Campo Conceitual Aditivo: um estudo com alunos ingressantes nos Cursos de Ciências Exatas