O estudo de frações a partir de uma perspectiva conceitual: proposta de sequência didática para o 7º ano do ensino fundamental

Abstract

The teaching and learning of fractions are presented as one of the greatest challenges for the mathematics teacher in primary and secondary schools. According to researchers such as Walle (2009) and Boaler (2018), in addition of being a very important topic, it is essential the subject is treated from a conceptual perspective. Students need to build the concept of fraction, slowly and gradually, then the use of algorithms will result from the students’ discoveries while manipulating the worked concepts, with due mediation from the teacher. Unfortunately, the problems in learning fractions have been reflected throughout the academic life of students, bringing great harm to the individual’s mathematical education. Overall, it highlights the need for fractions to be studied consistently, based on fundamental ideas, encouraging the development of the numerical sense mainly from the use of estimates and comparisons, strategies that help the perception of fraction as a number and its application in different contexts. When fractions are understood, they make sense and can be safely manipulated, as an effective tool of mathematical language, without the person becoming hostage to memorize rules without connecting to reality. Precisely for this reason, based on the research paper topic, this paper proposes a didactic sequence for the study of fractions in a conceptual approach, based on problem solving, with varied proposals, using games, challenges and new technologies, for example. Given the challenges of the fractions learning itself and the context of the current Pandemic, this didactic sequence will be very fruitful, especially for teachers who work with grade 7 students, as in this grade the fractions are supposed to be studied with more depth, after extensive study in previous years, as foreseen the Common National Curriculum Base (BNCC), however, it has been observed most students reach this grade with little or no familiarity about fractions.