Avaliação diagnóstica com estudantes do 3º ano do Ensino Fundamental: análise de resoluções de problemas do campo aditivo

Abstract

This work aims to identify data from na analysis of a diagnostic assessmente
with students in the 3 rd year of Elementary School in a public school in the State of São
Paulo. The study was carried out with 21 students with the purpose of analyzing
students´knowledge regarding the Additive Field. The work uses a qualitative approach of
documentar typology to analyze the surveys as na investigation protol and monitoring of students´learning. We based ourselves on references from Vergnaud´s Theory of
Conceptual Fields (1996) as the basis o this work, wrich identifield difficulties presented by
students in understanding and representing problem situations, relying on pictorial
representation with all the numerical elements described, Where we can identifu a possible
coonsequence of early teaching of operations based Only on the formalization of the
mechanized procedure of mathematical operations.