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This work comprises an investigation about basic Quantum Mechanics (QM) teachingin the high school. The organization of the concepts does not follow a historical line.The Path Integrals method of Feynman has been adopted as a Reference ConceptualStructure that is an alternative to the canonical formalism (Arlego, 2008) We havedesigned a didactic sequence for teaching the basic ideas of Quantum Mechanics (QM)according to our theoretical frame (Otero, 2006; Vergnaud, 1990) eluding the mathematicalformalism and using simulation software.Other proposals have used the Feynman method applied to photons to introduce quantumconcepts (Taylor (2000, 2003 and 2006) of MIT, Massachusetts; Ogborn (2006) of Instituteof Education, University of London; Hanck and Tuleja (2005) of Slovakia). Nevertheless,according to authors like Jones (1991) the early introduction of the term photon to teachconcepts of quantum physics causes many problems to students, and produces half-bakedand incorrect conceptual models which make the understanding and the development oftheir interest in the subject difficult. Our experience is consistent with this point of view.Therefore, we decided to start with electrons instead photons. As object of analysis wepropose the "unexpected" behavior of electrons, from a classical point of view, in thedouble slit experience (DSE).We start by discussing with the students about the experimental results that would beobserved in an idealized DSE. With the assistance of software simulations, we focus on thechanges observed as the objects masses are reduced from macroscopic to atomic values.After that we introduce the basis of quantum mechanics by means of the concepts of pathintegrals, which from now on we will call Sum of All Alternatives (SAA). Finally it isshown how the transition from classical to quantum behavior naturally emerges within theframework of SAA.