Quatro Operações: os Porquês por Trás do Passo a Passo

Abstract

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.