Ensino-aprendizagem de frações: um olhar para as pesquisas e para a sala de aula

• Ano de defesa: 2017
• Autor(a) principal: Silva, Paulo Henrique Freitas
• Orientador(a): Andrade, Silvanio de
• Banca de defesa: Almeida, José Joelson Pimentel de , Albuquerque, Izabel Maria Barbosa de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Alternativas didáticas; Ensino-aprendizagem; Números racionais; Frações
• Palavras-chave em Inglês: Didatics alternatives; Teaching and learning; Rational numbers; Fractions
• Área do conhecimento CNPq: EDUCACAO
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/73835

This work has objective identify how is the teaching and learning of fractions in the classroom and researches, and what the approximations between classrooms and researches. For this, were analyzed researches about the fractions theme and informations provided by 25 elementary school teachers, collected through an open questionnaire composed for 10 questions. The data collected are of the qualitative type and were analyzed according to the method qualitative research, in a Discurso do Sujeito Coletivo approach. All the research analyzed in this work, when they propose activitys about the fractions theme, they show, directly or indirectly, that is important to work this theme with others representations - like geometrics figures and manipulables materials - beyond of fractional bar notation, for the students understand this content. Beyond this, the searchers shows alternatives for decrease the problems cited in the literature, like lack of attention and difficulties of understand the equivalence and comparation ideas, and operations with fractions. They also affirm that, in classroom, there are a preocupation with memorization of formulas and procedures and correct answer, too, but this does not necessaryli imply in understanding to conteude studed. This shows a distance between classroom and the researches, since the researches, usually, they propose alternatives and discussions whose main focus is a concern in learning with understand of the fraction theme.