ANÁLISE DE ERROS MATEMÁTICOS DOS ALUNOS DO ENSINO FUNDAMENTAL EM QUESTÕES ENVOLVENDO OS NÚMEROS INTEIROS

Abstract

The present work aims to analyze the mistakes made by elementary students in questions involving the integers and what contributions this brings to teaching learning. The research was developed in a municipal school of the entire state of Mato Grosso do Sul with 7th grade students. This research is considered of quantitative-qualitative nature or mixed method. Through the analysis of errors it was possible to identify which errors the students committed in these tests and to classify them according to the error typology of Brousseau. Errors were considered epistemological obstacles in learning and for this study we used the concepts of obstacles in the view of Brousseau and Bachelard, these epistemologists being the forerunners of this concept. With this study it was possible to identify the most common mistakes made by the students, among them the difficulties in interpreting problems and difficulties with the fundamental operations of mathematics. Finally, we conclude that the error analysis is an instrument that contributes to learning, because we note in this research that through this instrument students were able to observe in their productions their mistakes