Detalhes bibliográficos
| Ano de defesa: |
2005 |
| Autor(a) principal: |
Moutinho, Leonel Valpereiro |
| Orientador(a): |
Magina, Sandra Maria Pinto |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação Matemática
|
| Departamento: |
Educação
|
| País: |
BR
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/11112
|
Resumo: |
This research is about the concept of fraction teaching. Its aim is identify the conceptions 4 th and 8 th grade students of Basic Education use when facing problems using this concept. The research intended to answer the following question: Which conceptions can be identified in relation to the five different kinds of fraction (number, quotient, multiplying operator, Part-Whole and proportion), based on an applied diagnostic study, with students from the 4th and 8 th grades of Basic Education? . The theoretical fundaments of the research were based on Vergnaud´s theory of Conceptual Field (1993) and the theoretical ideas of Nunes et al (2003) in relation to the different kinds of fraction. The methodology consisted in a descriptive study done with the elaboration of a diagnostic instrument, which was applied in 65 4 th grade students and 58 8 th grade students of Basic Education, divided in two State-public schools in São Paulo, the city. The results were analyzed observing the performance and the strategies used by students, when they solved erroneously the proposed questions. Some concepts used by them were identified and they varied according to the situation and the meaning given to the questions. The 4 th grade students seemed to have the Part-Whole concept as the center to solve their problems; while the 8 th grade ones, besides the Part-Whole concept, they tried to solve the problems using the operations more intensely without, however, getting a favorable rate of right answers, and it resulted in an inferior general performance in the 8 th grades than in the 4 th grades. One can conclude that it s necessary to find a more open production in the conceptual field of fraction, based on the use of different situations, approaching the different kinds of fraction proposed by Nunes et al. (2003) searching for better teaching of this concept throughout the grades of Basic Education |
