Uma experiência didática para a aprendizagem de frações : matemática para residentes de uma casa de passagem

Abstract

Investigates what aspects may emerge from conducting an educational experience in learning fractions with students of Basic Education which reside at the Casa de Passagem of São Mateus - ES, an institution which houses teenagers in socially vulnerable situation characterized by factors that lead to the disintegration of their families. Sets a qualitative research based on an ethnographic case study, organized according with Didactic Engineering. Uses interviews, participant observation and field diary as the main instruments of data collection. Identifies the views of residents about mathematics and about fractions and elaborate, apply and analyze an instructional sequence designed for learning fractions, based on the Theory of Didactic Situations, on the using of games and manipulable materials as teaching resources, as well as on the current views on the teaching and learning fractions. Also uses the contributions to Mathematics Education from the conceptions of D'Ambrósio, in the way to an Universal Education; Freire, opposing Banking Education and Problem-Posing Education and Skovsmose, in opposition to the Exercise Paradigm and Ideology of Certainty. The results emphasize the negative implications of family breakdown in the learning of residents, as well as the influence of traditional models in teaching mathematics, pointing to the contribution of educational resources such as games and manipulable materials, toward a ProblemPosing Education.