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The conceptualization process of additive structures, carried out through the Theory of Conceptual Fields, helps us to understand how students construct mathematical knowledge. This work aimed to analyze the statement of problems and the students' production in the face of an activity applied to 46 students of 2nd and 4th years of Elementary School. The results show that students have difficulties in interpreting problems when the statements are semantically incongruous. The resolution strategy most used by 2nd grade students was drawing and, by 4th grade students, the numerical record. Some errors were frequent, such as: counting, related to the positional value and related to the inverse operation. It is hoped that this research will lead elementary school mathematics teachers to realize the importance of contemplating the different classes of problem situations, which enable the interpretation of semantically incongruous statements and differentiated resolution strategies.

As Estruturas Aditivas e a Aprendizagem da Matemática: uma atividade analisada à luz da Teoria dos Campos Conceituais