O início do ensino de fração: uma intervenção com alunos de 2 série do ensino fundamental

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

The purpose of this dissertation was to do an interventionist study for the introduction of the fraction concept to 2nd graders. The study proposed to answer the following research question: What are the effects that each of the four meanings of the fraction (part-whole, quotient, multiplicative operator and measurement) bring to the initial learning of 2nd graders about this concept? For such, a study with 61 students was done, coming from two classes of a state public school of the Santo André zone, which composed two groups, one of the groups passed through a planned intervention of teaching about the fraction theme Experimental Group (GE) and the other group did not pass though any intervention about the theme, and because of that, it was called Control Group (GC). Both groups have never had contact, from the formal view of the school, with the fraction object. The theoretical foundation of the research counted with the Theory of Conceptual Fields proposed by Vergnaud (1988; 2001) and the theoretical ideas from Nunes et al. (2003) with relation to the different meanings of fractions. The methodology counted with a near-experimental study divided into two steps: the first one, denominated step ��, referred to the collective application of three diagnostic tests (pre, intermediate and pos test) for both students from GE and GC that answered individually. The second one, called step ��, turned itself to the intervention phase, moment in which the students from the GE and the GC were divided into 4 subgroups in which two meanings of fractions were taught. The data were analyzed inside these two moments, one turned to the quantitative analysis in which was tried to relate the percentage of right answers, with help from the SPSS (Statistical Package for Social Science) The second moment referred to the analysis of the data from a qualitative point of view, aiming at identifying kind of mistakes made by the students, as well as to analyze its strategies in the resolution. The results showed that each of the meanings had an important role in the learning of the fraction by the students and they all brought contributions to the beginning of the appropriation of this object. Thus, it was possible to find distinct effects in the initial learning of fraction, depending on the meaning that was used to introduce this concept

ASSUNTO(S)

fração fracoes ensino fundamental intervention fraction intervenção diagnostictests elementary school spss matematica educacao matematica testes-diagnóstico matematica -- estudo e ensino matematica (elementar)

ACESSO AO ARTIGO

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