Análise do papel da incógnita na resolução de tarefas de adição

Abstract

The position of the unknown has been considered as an essential variable to facilitate or complex exercises in mathematics, depending on where it is established in the basic exercise of mathematics (A + B = C). The literature presents position C as having less difficulty in relation to the other two. The present investigation focuses on discussing the scientific veracity of the data obtained by research on the position of the unknown. An experiment was carried out with 11 children from 6 to 9 years old, P1 and P2 attending the first year and P3, P4, P5, P6, P6, P7, P8, P9, P10 and P11 the third year. 108 simple sum arithmetic exercises (with 3 elements) were programmed, divided into 3 blocks each containing 36 questions. Each block had the unknown in a different location. First, the baseline was carried out, followed by training and again testing to verify learning. The results showed that there was an increase in the number of responses by the individuals after the proposed training. The increase was shown to be very significant for participants P1, P2 and P9. Although, the results are not sufficiently solid to establish a lear validation of the listed hypotheses, it’s visible that the experiment has obtained results that call into question the assumptions prevailing so far in the literature in the area of “position of the unknown set”.