Continued training of teachers who teach mathematics: a look at the conceptual field of additive structures

Abstract

This article presents the results of a survey carried out with teachers who teach Mathematics in the final years of primary education in the municipal network of Garanhuns-PE, with the aim of investigating these professionals' understanding of the structures that make up mathematical problems belonging to the conceptual field. of additive structures, proposed by Gerard Vergnaud. For this study, the action research approach was used, in which the researcher integrates himself into the context under analysis with the purpose of boosting it, contributing to the improvement of existing practices. It was found that teachers understand the additive structures involving only the ideas of addition, and that they demonstrated understanding of the problems related to composition, but highlighted a pressing need to revisit the concepts, especially with regard to understanding the levels of complexity and the representation of diagrams in transformation and comparison problems.