Conhecimento numérico por meio da Tabela Zero Mais com adaptações da Tabela Pitagórico e aporte em representações semióticas: uma pesquisa realizada com alunos do 1º e 2º ano do ensino fundamental

Abstract

In this research, in the light of semiotic representations, we investigated the construction of numerical knowledge through the Zero Mais Table, an adaptation of the Pythagorean Table, with students in the 1st and 2nd years of Elementary School at a municipal public school in the city of Alcântara (MA). This is a qualitative collaborative intervention research, with emphasis on the students' appropriation of place value, numerical concepts and addition with natural numbers. For data collection, initially, a didactic sequence of appropriation of the Zero Mais Table was developed, with the teachers of the classes, the locus of this research, and then the teachers applied the aforementioned Table to their students, with the supervision of the researcher. The intervention for data construction consisted of applications of mathematical activities, involving place value, numerical counting and addition of natural numbers developed in classrooms, using the Zero Mais Table. For the analysis of this investigative process, we chose as highlights the records written by the students, resulting from filling out the Zero Mais Table and referenced by the Theory of Records of Semiotic Representation. It is believed that this work will contribute to teachers and students who face difficulties in the mathematical literacy process, with a view to advancing the use of these resources.