AN APPROACH TO AREA MAGNITUDE IN THE POST-PANDEMIC 2ND GRADE

Abstract

In this article, we present an investigation about the Geometry and Measurement domain, in the 2nd grade, inherent to the content "Areas", based on the manipulation of concrete materials, like the geoboard and the pattern blocks, and technological tools, like the geoboard and the pattern shapes. This study was based on a didactic sequence, with five working sessions, and sought to answer two problem questions: To what extent, 2nd grade students understand the concept of area? and What is the influence of the use of manipulative materials and technological tools in the learning of the concept of area of plane figures?. Following a methodology with characteristics of action research and a mixed approach, the study was developed in a class with 22 students, with an average age of 7 years. The investigation arose from a period of post-confinement and the E@D modality, in which it was essential to act in a differentiated and more significant way for children, in order to motivate and foster the taste for mathematical learning, in a comprehensive perspective of knowledge. After the implementation of the research, it was found that children understood and acquired the concept of the magnitude area, revealing significant and fundamental learning in the educational process.