REGISTROS DE REPRESENTAÇÃO SEMIÓTICA: contribuições à constituição do conceito de fração no 5º Ano do ensino fundamental.

• Ano de defesa: 2019
• Autor(a) principal: CARDOSO, Geni Pereira
• Orientador(a): NERES, Raimundo Luna
• Banca de defesa: NERES, Raimundo Luna , SILVA FILHO, João Coelho , FERNANDES, Vanja Maria Dominices Coutinho
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM GESTÃO DE ENSINO DA EDUCAÇÃO BÁSICA
• Departamento: DEPARTAMENTO DE EDUCAÇÃO I/CCSO
• País: Brasil
• Palavras-chave em Português: Ensino fundamental; Fração; Registros semióticos
• Palavras-chave em Inglês: Elementary school; Fraction; Semiotic records
• Área do conhecimento CNPq: Ensino-Aprendizagem
• Link de acesso: https://tedebc.ufma.br/jspui/handle/tede/2954

This research had as its general objective to elaborate a didactic proposal subsidized by premises of the Semiotic Representation Records Theory that helps in the teaching process learning of the idea of fraction in the early years of elementary school. This is a qualitative research with the characteristic of collaborative research carried out in a school of the municipal public network of São Luís-Ma. The collaborator was the teacher of the 5th grade B of elementary school of the Odorico Câmara school and its students. Participatory observation, interview with the teacher and diagnostic activity with the students were used as a data collection instrument. The research revealed that the teacher's practice was guided by a conception of teaching from a fraction distant from current trends and that her knowledge about this content had considerable gaps left by the initial education. Students' notions of content that involved fundamental operations and notions of fraction that were quite elementary. At the end of the intervention proposal the students demonstrated to have appropriated the idea of fraction and also expanded the ability to understand mathematical statements and skills related to the number block and operations content. It was concluded that the teacher needed updating and expansion of knowledge related to the fraction and its teaching; that students needed to consolidate content related skills from the Number block and operations that Semiotic Representation Record Theory can make significant contributions to the teaching of fraction content in the early years of elementary school.