PRÁTICAS PEDAGÓGICAS PARA O ENSINO DE FRAÇÕES OBJETIVANDO A INTRODUÇÃO À ÁLGEBRA / PEDAGOGICAL PRACTICES FOR TEACHING FRACTIONS AIMING AT THE INTRODUCTION TO ALGEBRA

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

The main idea of this thesis was to work on the concept of fraction, identifying the fraction as a number and representing it in the line, taking as basis the recommendations and experiments of Kathleen Hart, and, mainly Hung-Hsi Wu. A set of activities was developed, generating a proposal for teaching fractions, led to practice in classes of students of 7th and 8th grade of Colegio Pedro II during the school years of 2006 and 2007. A substantial part of the thesis is devoted to the description of the methodological procedures developed for the implementation of the theoretical principles defended and of aspects of the implementation of these procedures in the classroom. Large number of examples is given of the activities performed, emphasis being given to the response of the students. The monitoring of the progress of the students is widely documented. The results are evaluated from the global point of view and considering distinct groups of students at different levels of prior qualification. The development of all the research work led essentially to two conclusions: the familiarization with the algebraic field is more easily reached when the concept of fraction is dealt in the proposed way; the involvement of the students with the activities and their understanding of the construction that they were doing with the concepts proposed returned them the interest for learning mathematics, the key to the success of any educational proposal.

ASSUNTO(S)

pre-algebra pre-algebra educacao basica basic education fractions teaching ensino de fracoes

ACESSO AO ARTIGO

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