Resolução de problemas de estrutura aditiva em crianças de 5/6 anos de idade

Abstract

In this research our main aim was to understand the implications of Piaget (sociocognitive conflict) and Vygotsky (mediated instruction) theoretical approaches in what refers problem solving additive structure, in children without formal knowledge on that domain. The sample was composed by ninety-six children from the 1st grade of primary education level, in two state schools of Coimbra. Results demonstrated that children who worked in sociocognitive conflit context show higher gains, than children who worked in a schedule of mediated instrution, in what refers the conservation of number and the generalisation of arithmetic atrategies as well as the capability to explain the inversion relation of addition operation. On the other hand, the higher the psicogenetic level the more complex arithmetical strategies were.