Resumo

IEGAS, Ana Luisa de Freitas  e  HAYDU, Verônica Bender. Arithmetic problem solving: the effects of teaching with a virtual balance. Temas psicol. [online]. 2015, vol.23, n.1, pp.83-96. ISSN 1413-389X.

Bibliography studies have shown that most of the difficulties in arithmetic problem solving correspond to aspects of a specific nature, as the position of the unknown set and the form of presentation of the problems, and that the graphic representation of the problems can contribute to reduce this difficulty. The software Arit-Fácil was used to evaluate the effects of a procedure for teaching arithmetic problems of addition and subtraction with a virtual balance on the performance in solving problems in the forms of operation and word-problems. The problems presented unknown set in positions a, b and c. Fortyeight students of the fist grade of an elementary school underwent a pretest, a teaching procedure with problems in the form of virtual balance and a post-test. It was observed an increase in the percentage of correct responses on addition word-problems with unknown set in the three possible positions, and subtractions with the unknown set at the position c; and an increase in the percentage of correct responses in the resolution of operations with the unknown set at the three possible positions, except on addition operations in which the initial performance was above 70%. Thus, it was concluded that the procedure was appropriate for participants to learn how to solve arithmetic problems.

Palavras-chave : Arithmetic problem solving; addition; subtraction; mathematics.

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