O Ensino de fração e seus diferentes significado: um estudo a partir do livro didático A Conquista da Matemática e dos registros dos cadernos de alunos do 7º ano da rede municipal de Aracaju/SE

• Ano de defesa: 2013
• Autor(a) principal: Lapa, Clésia Maria dos Santos
• Orientador(a): Mariani, Rita de Cássia Pistóia
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Ensino de Ciências e Matemática
• Palavras-chave em Português: Matemática - Estudo e ensino - Sergipe; Livros didáticos; Frações; Aritmética
• Palavras-chave em Inglês: Arithmetic; Fractions; Mathematics; Sergipe (Brazil); Textbooks
• Área do conhecimento CNPq: CNPQ::OUTROS::CIENCIAS
• Link de acesso: https://ri.ufs.br/handle/riufs/5161

This research investigates the five meanings of fraction in the 7th grade level of the municipal Aracaju / SE from the textbook used by most teachers of mathematics and records of the notebooks of students taking as theoretical five meanings fraction: Measure Number, Multiplicative Operator, Part-whole and quotient defended by Nunes et al (2003) from the assumptions of the conceptual fields of Vergnaud (1996). The study sought to answer the following specific questions: Whether and how the five meanings fraction are emphasized in the activities proposed by the textbook The Conquest of Mathematics (GIOVANNI JR; Castrucci, 2009) 7th grade level? Whether and how the contract of Year 7 students in the municipal Aracaju / SE include the five meanings fraction? Therefore, it becomes an instrument of data collection the textbook - LD - The Conquest of Mathematics (GIOVANNI JR; Castrucci, 2009) 7th grade adopted by seventeen (17) of the twenty two (22) municipal schools education that meet the final years of elementary school, as well as the records of two (02) Mathematics notebook of students from each of the fifteen (15) teachers participating in the research. Through a qualitative approach to assessing such instruments followed the principles of content analysis (Bardin, 2010). Among the obtained results we highlight that in LD the most emphasized result was e Multiplicative Operator (50.51%) followed by the number (36.36%), Part-whole (7.07%) and Measure (6.06%). These indices differ from the records of students notebooks given that the meaning was emphasized by a number of twelve (12) teachers for a total of 66.06% of the questions, while the Operator Multiplicative was emphasized by ten (10) teachers totaling only 20.18%. The meaning of Part-whole was worked on 8.26% of the activities and measured in at only 5.50% of the questions put to the students. In what refers to the representation variables and quantity observed that both the LD as the records of students notebooks remains predominantly the percentage of variable iconic representation not with 69.70% of the activities of LD and 77.78% of records the notebooks of the students and the continuous variable with 64.65% of the activities proposed by LD and 78.17% of the activities developed by teachers. Regarding the significance quotient observed no occurrence both the LD as the records of students on the rolls.