Entre erros e acertos: revelações sobre a aprendizagem das operações aritméticas elementares de alunos dos anos iniciais do ensino fundamental

Abstract

This article presents difficulties disclosed for pupils of 5o year of Elementary School in calculations that involve the operations of addition, subtraction, multiplication and division. The difficulties had been identified by means of the analysis of the errors of the pupils in two activities. One with 19 armed accounts and another one with enunciated of problems whose solution contemplates six of these accounts. The resolutions of the pupils disclose that it has procedural and conceptual errors. That it has pupils that they do not identify to the mathematical operations that decide problems and others that identify, but they err the resolutions. That it has errors that they compromise the understanding of estruturantes elements of the mathematical thought. That the difficulty in deciding the conventional algorithms is accented. That not rare times pupils carry through mathematical operations in way inconsequent as observed in the answers that present. That the mathematical learning disclosed by pupils to the end of the Initial Years is fragile and preoccupying.