ENSINO E APRENDIZAGEM DA OPERAÇÃO DE DIVISÃO NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL

Abstract

This article is an excerpt from the research entitled: Teaching division in the first cycle of Elementary Education: analysis of the pedagogical practices of teachers. The article in question seeks to understand how the pedagogical practices, developed by teachers who teach mathematics in the literacy cycle, allow students to understand the division operation. Through observations of school practices, analyzes were carried out in two dimensions: 1) interpretation of the activities proposed by the teachers; 2) interpretation of cognitive movements performed by children during classes. Cognitive theories are presented as theoretical basis, according to Piaget (1977, 1995, 1999) and Vergnaud (2009). The results indicate that the teaching division, in the literacy stage, needs to consider aspects of child development and prioritize the development of the mathematical logical reasoning presented by the children in the performance of school activities.