Uma proposta de ensino de frações no 6º ano do ensino fundamental a partir da teoria histórico-cultural

• Ano de defesa: 2015
• Autor(a) principal: Rodrigues, Carolina Innocente
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Ensino de Ciências e Matemática (Mestrado Profissional)
• Palavras-chave em Português: Ciência - Estudo e ensino; Matemática (Ensino fundamental) - Estudo e ensino; Matemática - Prática de ensino; Professores de matemática - Formação; Ensino de matemática; Frações; Teoria histórico-cultural; Atividade orientadora de ensino; Mathematical teaching; Fractions; Cultural historical theory; Teaching guiding activity; CNPQ::CIENCIAS EXATAS E DA TERRA
• Link de acesso: https://repositorio.ufu.br/handle/123456789/17773; https://doi.org/10.14393/ufu.di.2015.327

This text presents developed in the Graduate Program in Science and Mathematics Education at the Federal University of Uberlândia, in which it was intended to answer the question: What are the pedagogical implications for the fractions concept learning for students of the 6th grade of elementary school that the teaching guide activities can provide? The objectives of this research were: a) analyze the possible pedagogical implications for the learning of the fraction's concept for students of the 6th grade of elementary school through guiding teaching activities; b) using the conceptual connections of the fraction to enable students to develop an abstract thought and c) investigate whether guiding teaching activities reflect on 'how to think' and 'how to do' of the student. Five teaching activities have been developed (MOURA, 2002) from the perspective of teaching guiding activity (TGA) and had as object of study the teaching of fractions for students in 6th year of elementary school. They have been prepared and proposed activities in which it was intended to investigate the use of history of mathematics as an aid in learning the conceptual fraction links (CARAÇA, 1951) by students. Such activities, for analysis, were organized into episodes and scenes (MOURA, 2004) and discussed how students deal with the measurement of whole quantity (all) and subunits (part); how they represent in verbal or written language. It is hoped that the research is set up as an important contribution to mathematics teaching area and may contribute to the initial and continuing training of mathematics teacher sand the formation of theoretical thinking of elementary school students.