Mathematical operations supported by a number balance

Abstract

This study aims to report an experience regarding initial studies on solving mathematical operations (addition, subtraction, multiplication, and division) with the support of a number balance. In classes of the course Teaching of Numbers and Algebra, in the 2nd year of the Mathematics Licentiate Program at a public university in the interior of Paraná, future teachers were able to explore the potential and limitations of this manipulative material, understanding the meanings of each operation and equality as equivalence, which emerged from working with this resource. The initial explorations with the number balance enabled the future teachers to rethink knowledge about teaching mathematics using manipulative materials.