Explorando o material dourado na construção de saberes da operação da multiplicação de números naturais

Multiplication is often seen as difficult by students because of the complexity of repeatedly combining quantities. The lack of visual connection and the need to understand the distributive property compound this difficulty. Concrete strategies and practical examples can help overcome this barrier. It is essential to adopt pedagogical tools that facilitate the abstract construction of mathematical thinking, seeking a new meaning in the teaching and learning processes. The present work aimed to reflect on a proposal for teaching and learning Mathematics of the algorithm of multiplication of natural numbers, from the use of the golden material in a class of 6th grade of elementary school, of a private school located in the Municipality of Lagoa de Dentro-PB. The methodology used in the research, in relation to the approach to the problem, the qualitative research model was used. Regarding its technical procedures, it was characterized as a case study. The instruments used in the research data collection were 3 open questions carried out through an Activity. At the end of the research, it was possible to observe that the use of the Golden beads Material, as a didactic resource, contributed significantly to the improvement of the students' understanding in relation to the multiplication operation and in the resolution of problem situations. Through this manipulative tool, students are able to visualize and manipulate quantities in a concrete way, facilitating the understanding of the abstract concepts involved in multiplication. In addition, the Gold Material provides a tactile and visual experience, encouraging active student participation in the learning process and making it more engaging and meaningful. These results underscore the importance of using pedagogical strategies that explore concrete resources to promote students' mathematical understanding. ; A multiplicação é frequentemente vista como difícil pelos alunos, devido à complexidade de combinar quantidades repetidamente A falta de conexão visual e a ...