Representações Matemáticas na Resolução de Problemas no 1.º Ano de Escolaridade

Abstract

In this article, we look at mathematical problem solving and mathematical representations as a way of expressing mathematical ideas and concepts through multiple configurations, be they numerical operations or drawings, by 1st year students, who are still at the beginning of their school journey and do not yet have an elaborate knowledge of formal maths. The study was carried out with a 1st year class from a rural school in the municipality of Loulé in the 2023/2024 school year. The students were presented with eight mathematical problems, which they solved on their own initiative using various types of representation. Data collection included the students’ productions and the video and audio recording of the eight lessons in which the study took place, particularly the presentation and discussion of the students’ achievements. Analysing the data shows that the most used type of representation was graphical, using drawings, while algebraic representation was absent. Verbal representation was used to some extent at the start of the educational intervention, but it was numerical or arithmetical representation, related to the use of numerical operations, that saw the greatest increase in appearance, beginning to gain expression among the resolutions as the students presented their work.