PSYCHOPEDAGOGICAL INTERVENTION IN CONSTRUCTING THE CONCEPT OF MULTIPLICATION

Abstract

This article presents data from research undertaken regarding the construction of the concept of multiplication. The objective of this research consisted in investigating the influence of psychopedagogical intervention in the construction of this concept. For this purpose, a test group of children from 7 to 11 years old was formed in a state school in Campinas, SP, Brazil, with 5 children in each age group, giving a total of 25 subjects. Initially, problem situations involving the concept of multiplication (pre-test) were presented to the subjects in order to check the level of construction of this concept already present. Subsequently, 8 subjects whose performance was characteristic of more elementary levels were chosen to participate in psychopedagogical intervention. This intervention was programmed so that each subject would have the opportunity to play and undertake activities to advance the process of cognitive equilibration which, according to Piaget, explains the nature of the construction of knowledge in a child. After this intervention, in post-testing, the subjects were again submitted to the initial procedures to check if there was progress in the construction of the concept of multiplication; in other words, to check if the psychopedagogical intervention was effective.