ANÁLISE DE ERROS NA DIVISÃO DE NÚMEROS DECIMAIS POR ALUNOS DO 6º ANO DO ENSINO FUNDAMENTAL

• Ano de defesa: 2014
• Autor(a) principal: Rossato, Sabrina Londero da Silva
• Orientador(a): Cury, Helena Noronha
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Franciscana
• Programa de Pós-Graduação: Mestrado Profissionalizante em Ensino de Física e Matemática
• Departamento: Ensino de Matemática
• País: BR
• Palavras-chave em Português: Divisão de decimais; análise de erros; aprendizagem significativa
• Palavras-chave em Inglês: Division of decimals; error analysis; meaningful learning
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/152; http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/444

This study had as its theme the operation of division in the set Q, focusing on decimal numbers. The analysis focused on the errors in division that students make when they resolve issues using the usual division algorithm with decimal results. This study was based in authors who write about error analysis in mathematics and also in David Ausubel Meaningful Learning Theory. The work developed throughout 2013 aimed to analyze the errors presented by the students of 6th grade of elementary school to solve exercises of division of decimal numbers and evaluate teaching strategies to construct meaning for the operation of division of decimals. The study followed a quantitative-qualitative approach and after analyzing the errors, we developed a workshop employing teaching techniques with the support of learning objects and manipulatives as Golden Material and Table of Value Place. The results showed that, from the analysis of the errors made by students in diagnostic testing, the application of a didactic teaching sequence to help reduce the errors made by the students, allowed for overcoming these errors, at least in part.