Dando sentido ao ensino aprendizagem da adição de frações

• Ano de defesa: 2020
• Autor(a) principal: Andrade, Deise Souza de Almeida
• Orientador(a): Mateus, Marta Élid Amorim
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Mestrado Profissional em Matemática
• Palavras-chave em Português: Matemática; Ensino de matemática; Aritmética; Sequências (Matemática); Ensino e aprendizagem da matemática; Adição e subtração de frações; Sequência de atividades; Material manipulável
• Palavras-chave em Inglês: Math teaching and learning; Addition and subtraction of fractions; Sequence of activities; Manipulable material
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/15775

This research aims to propose a sequence of activities that facilitate the understanding of the resolving procedures for adding and subtracting fractions, analyze the resolutions of a class of the 6th year of Elementary School facing this sequence and then understand their contributions to the teaching and learning of Mathematics. Seeking improvement for teaching, this Mathematical Investigation has a pragmatic nature with qualitative analyzes in the development of the resolutions of the activities of 19 students from a state school in the south of Sergipe. The proposed sequence of activities consists of four activities. The first activity diagnoses students' knowledge of fractions and guides the continuation of activities; the second is instructive in order to intensify knowledge about fractions; the third activity is the application of a manipulable material that makes it possible to understand the resolving procedure of adding and subtracting fractions and finally, the last is a systematization activity in which the student will detach himself from the material in order to recall his learning about the operations studied. To investigate the factor that distances students from making coherent calculations, we use Error Analysis (Cury 1994) in the diagnostic activity, besides a field diary and written records prepared by students in the other activities that describe the fieldwork developed and emphasizes advances in students' ideas during practice. In view of the analysis carried out, we can see that the participation of students in this sequence of activities makes them able to build their own knowledge about the resolving procedure of adding and subtracting fractions and enables meaning to this mathematical content.