O ensino e a aprendizagem significativa das operações com frações : sequência didática e o uso de tecnologias digitais para alunos do ensino fundamental II

• Ano de defesa: 2014
• Autor(a) principal: Lima, Rafael Pontes
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Ciências Exatas e da Terra (ICET); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação em Ciências e Matemática - PPGECEM
• Palavras-chave em Português: Educação matemática; Ensino e aprendizagem de frações; Sequência didática; Tecnologias digitais; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Fractions math; Teaching sequence; Educational software
• Link de acesso: http://ri.ufmt.br/handle/1/5205

This study aimed to analyze the learning of children in the 6th grade of elementary school on operations with fractions through a sequence of activities mediated by the teacher using an educational software. In this sense to consider the proposed objective, we analyze the tools and educational activities undertaken by teachers and textbooks for teaching fractions books. As theoretical support for the construction and analysis of the teaching sequence we review the history of rational numbers and their meanings, we rely on conceptions of sociohistorical theory of Vygotsky and the concept of zone of proximal development, the prospect of meaningful learning theory of didactic situations and learning from the problem solving. We investigate the process of teaching and learning of fractions from the faculty and student opinion. We built a set of activities for teaching operations with fractions from problem situations. We develop educational software for teaching operations with fractions through the meaning of part-whole. We apply the instructional sequence to 40 students of the 6th year of elementary school in Lima Neto Antônio State School in the city of Macapá / AP and evaluate qualitatively and quantitatively the production of students in achieving the instructional sequence. 6th grade students who participated in the instructional sequence underwent diagnostic tests and initially shown to have little or no knowledge about operations with fractional numbers. After application of the instructional sequence, the teacher mediation and the use of educational software Fractron to resolve the activities of addition, subtraction, multiplication and division of fractions, we apply a post-test to assess student performance. The results were significant and showed that students were able to build and apply the rules produced for solving activities and achieved an average increase in hit rate 70% compared to the pretest. Students also demonstrated improvement in the ability to interpret the statements and in the production of the texts of the rules of operations with fractions. Thus, we conclude that the thesis was proven and in fact the use of an instructional sequence designed with activities that propose solving problems with fractional numbers and applied by the mediation of the teacher and the use of educational software, enables meaningful learning and leverages prior knowledge of the student, considering their zone of proximal development, on the ability to perform operations with fractions to students of the 6th year of elementary school.