Adição e subtração de frações por meio de equivalência

Abstract

In school life, many students find it difficult to understand mathematical concepts, as evidenced by the results of external assessments at national and international levels. Learning about fractions is one of the barriers faced by 6th grade students, especially when it comes to identifying the different types of fractions and operating with them. One of the challenges faced by teachers is to make the study of this content attractive, using materials that can, together with students, involve them, motivate them and spark an interest in learning. This research aimed to provide opportunities, through an educational product - activity trail - that promote the teaching of fractions content to students in the sixth year of Elementary School. Lev Vygotsky was used as a theoretical basis, emphasizing the importance of evaluating children based on what they are learning and not just what they have already learned. Vygotsky observed that learning occurs, among other ways, through mediation, which is described as a social experience that requires participation and collaboration. The teacher is often the mediator, providing interactions with the student, in order to promote their own learning. In this study, qualitative research was used, using questionnaires at the beginning and end of the activity trail, as well as the logbook to record students' doubts and/or new discoveries. The educational product, entitled "Track activities: a way to teach fractions for the 6th year", was applied at I.E.E Wilson Camargo, in Vilhena/ RO, for 12 students, being organized in 10 meetings, which were developed through the use of educational games and videos as auxiliary tools to improve the teaching process. The educational product is available on the PPGECM page, at: https://www.upf.br/ppgecm/dissertacoes-e-teses/dissertacoes and on the Educapes website, at: http://educapes.capes.gov .br/handle/capes/742946. It was observed that, based on the reports made verbally, as well as the records kept in the logbooks by the students and the researcher, and on the data collection resulting from the questionnaires administered - that evidence of learning emerged, about the content of fractions, with the implementation of the activity trail.