THE MULTIPLICATIVE CONCEPTUAL FIELD: A PROPOSAL FORLEARNING IN THE LIGHT OF THE THEORY OF DIDACTIC SITUATIONS IN THE 8TH GRADE OF ELEMENTARY SCHOOL

Abstract

This article is an excerpt from a master's thesis that investigates the effects of a teaching approach based on the Theory of Didactic Situations on the performance of students in the final years of elementary school when solving problem situations related to the Multiplicative Conceptual Field. Vergnaud's Theory of Conceptual Fields (1990, 2009) and Brousseau's Theory of Didactic Situations (1996, 2008) were used as theoretical foundations. The main objective is to analyze the effects of this teaching approach on the performance of students in the final years of elementary school in solving problem situations in the multiplicative conceptual field. This study adopts a qualitative, exploratory and descriptive approach, with the design of a case study. The research was carried out at the Federal University of Amazonas, as part of a project called the School of Basic Mathematics. Twelve 8th grade elementary school students took part. The results indicate a significant improvement in the students' ability to understand and apply multiplicative concepts in problem situations involving the Multiplicative Conceptual Field, suggesting that the integration of the Theory of Didactic Situations and the Theory of Conceptual Fields facilitates deeper and more engaged mathematical learning. It is concluded that a pedagogical approach that incorporates these theories not only helps to overcome conceptual difficulties in mathematics, but also promotes more potentially meaningful and lasting learning.

DOI: https://doi.org/10.56238/sevened2025.021-057