Quatro Operações: os Porquês por Trás do Passo a Passo
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Data
2018Autor
http://lattes.cnpq.br/0032582049201260
OLIVETTO, Marcos Paulo Silva
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Significantly presenting the four mathematical operations in primary education is not a
trivial task for some teachers, especially in the initial grades where this responsibility is
conditioned to the teacher teachers who teach the mathematical fundamentals of basic
operations. In this sense, we will present the step-by-step of the four operations and discuss
some practical algorithms, that is, practical arguments that allow the justification of doing
algorithms with the objective of offering arguments, justifications and conceptual tools that the
teacher can use at the moment of presentation , to its students, the four operations. The objective
of this work is to construct arguments that contribute significantly to the understanding of the
algorithm of the four basic operations, inferring meaning or meaning of the why the procedures
conventionally used in the classroom are valid. It is not in our interest to perform any kind of
mathematical demonstration in the development of algorithms, but rather to provide learning
that surrounds learning by assigning meaning. In this way, each section of this work will be
presented, unifying the conventional model with the differentiated form, emphasizing that the
union of what is already used in basic education with the justifications and justifications can be
efficient in the better understanding of the contents related to the four basic operations and in
the construction of a more solid mathematical foundation.