Estratégias resolutivas de operações do campo aditivo: uma experiência com estudantes do 6º ano

The goal of this article is to discuss an experiment on teaching strategies for solving addition problems, carried out with students in their 6th year of primary education. The theoretical background is based on the ideas of Vergnaud to address the Conceptual Field of Addition and Humphreys and Parker for the discussion on solution strategies. This discussion uses data related to the solution strategies applied by 21 students in a municipal school in a town in the countryside of the state of Sergipe. The teaching experiment revealed that students feel more comfortable using the algorithm in the traditional calculation sequence and the strategies they chose for addition were: rounding, decomposing one part and decomposing both parts; and for subtraction, they only used the strategy of decomposing the subtrahend.