{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,2,21]],"date-time":"2025-02-21T19:43:48Z","timestamp":1740167028680,"version":"3.37.3"},"reference-count":16,"publisher":"FapUNIFESP (SciELO)","issue":"62","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Bolema"],"abstract":"<jats:p>Resumo Os estudos desenvolvidos em diferentes contextos ressaltam a capacidade que as crian\u00e7as t\u00eam de resolver corretamente problemas de adi\u00e7\u00e3o e subtra\u00e7\u00e3o, antes ainda destas opera\u00e7\u00f5es lhes serem formalmente ensinadas. O estudo aqui descrito procura perceber como as crian\u00e7as dos 4 aos 6 anos (N=90) entendem os problemas de estrutura aditiva. Para tal, tenta responder \u00e0s seguintes quest\u00f5es: 1) Que desempenhos apresentam as crian\u00e7as quando resolvem problemas de estrutura aditiva? 2) Que estrat\u00e9gias usam para resolver os problemas de estrutura aditiva? Adotou-se uma metodologia quantitativa que analisa os desempenhos e as estrat\u00e9gias das crian\u00e7as quando resolvem 28 problemas de estrutura aditiva, apresentados a partir de entrevistas estruturadas individuais. Os resultados sugerem que as crian\u00e7as resolvem com facilidade os problemas propostos e utilizam estrat\u00e9gias adequadas para responderem corretamente, chegando mesmo a recorrer a estrat\u00e9gias abstratas como a contagem e os fatos num\u00e9ricos.<\/jats:p>","DOI":"10.1590\/1980-4415v32n62a07","type":"journal-article","created":{"date-parts":[[2018,10,21]],"date-time":"2018-10-21T14:21:43Z","timestamp":1540131703000},"page":"887-906","source":"Crossref","is-referenced-by-count":0,"title":["Crian\u00e7as do Pr\u00e9-Escolar a Resolver Problemas de Estrutura Aditiva: Que estrat\u00e9gias?"],"prefix":"10.1590","volume":"32","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6136-2107","authenticated-orcid":false,"given":"Florbela","family":"Soutinho","sequence":"first","affiliation":[{"name":"Universidade do Minho,  Portugal"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1623-8406","authenticated-orcid":false,"given":"Ema","family":"Mamede","sequence":"additional","affiliation":[{"name":"Universidade do Minho,  Portugal"}]}],"member":"530","published-online":{"date-parts":[[2018,12]]},"reference":[{"key":"ref1","series-title":"Conceptual and Procedural Knowledge: The case of Mathematics","first-page":"75","volume-title":"The relationship between initial meaningful and mechanical performance in mathematics","author":"BAROODY A.","year":"1986"},{"key":"ref2","series-title":"International Handbook of Mathematics Education","first-page":"511","volume-title":"Elementary school practices","author":"BECKER J. 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