Pensamento aritmético com ênfase nas produções de significado sobre números nos anos iniciais

Abstract

This research aims to investigate the introduction to arithmetic thinking for first-grade elementary school students and to analyze the development of a set of theoretically grounded tasks for teaching number-related topics as part of the project of providing them with a mathematical education. The study is characterized as a qualitative research approach, using bibliographic research to support the development of the educational product. The theoretical framework adopted in the study and in the design of the tasks was the Semantic Fields Model and aspects of Cultural-Historical Theory. As one of the outcomes of the research, an educational product was developed, consisting of a didactic sequence for implementation in first-grade elementary school classrooms.