O ensino lúdico para aprendizagem de frações
में बचाया:
| मुख्य लेखक: | |
|---|---|
| प्रकाशन तिथि: | 2025 |
| स्वरूप: | Master thesis |
| भाषा: | por |
| स्रोत: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/10179 |
सारांश: | This text refers to the dissertation and addresses the need for a Mathematics education that favors playful learning of fractions. The theoretical framework centers on Vygotsky (1978), highlighting the importance of assessing the child based on what they are learning, not just on what they have already assimilated. The central research question is as follows: how does the teaching of fractions, in a playful manner, promote the understanding of concepts related to rational numbers, especially in the form of fractions, for 6th-grade students in elementary school, based on the Vygotskian perspective? Specifically, we seek to understand the zone of proximal development, the formation of concepts, and the role of mediation in Vygotsky; identify the relationship between Mathematics Education and playfulness; recognize the guidelines of the National Common Curricular Base (BNCC) (Brazil, 2018) and the Gaúcho Reference for Mathematics Education in Elementary School; analyze the results obtained from implementing activities using playfulness in the context of the 6th grade; and develop an educational product in the form of support material for teachers. The research adopts a qualitative approach and research-action, with data collection based on the researcher’s logbook. The didactic proposal, aligned with the BNCC (Brazil, 2018), will be implemented in 14 classes with a 6th-grade class in a public school in Estação. The categories of analysis include observations from verbal reports, records in the logbook, feedback, and pictures collected by the researcher. This text presents the following structure: the first chapter applies to the introduction presented, contextualizing Mathematics Education and playfulness. In the second chapter, we address the teaching and learning process of Mathematics, referencing Vygotsky: the zone of proximal development, the formation of concepts, and the role of mediation. In the third chapter, we discuss Mathematics education in contemporary times, referencing the BNCC (Brazil, 2018), the Gaúcho Education Reference (2018), and the National Curriculum Parameters (PCNs) (Brazil, 1997). In the fourth chapter, we present the didactic proposal developed for this study, detailing the context of the school and the class in which the product was applied, as well as discussing the educational product. Finally, in the fifth chapter, we discuss the methodological pathways of the research, explaining the foundations of the chosen approach, the procedures adopted, and the resources used for date collection. The concluding remarks point to the need for the teaching of fractions to be permeated by ludic activities, technologies, and interaction to create meaningful and significant learning experiences. The educational product accompanying this thesis can be found at EduCapes: http://educapes.capes.gov.br/handle/capes/1174212. |