Mapeamento das pesquisas produzidas em São Paulo acerca de números fracionários, entre os anos de 2000 e 2016

• Autor(a) principal: Dias, Monique Lopes dos Santos
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/21236
• topic: Frações - Estudo e ensino; Frações - Estudo e ensino - Dissertações e teses; Educação Matemática; Fractions - Study and teaching; Fractions - Study and teaching - Dissertations, Academic; Mathematics Education; CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA

This study aims to present the mapping of dissertations and theses produced by universities in the state of São Paulo between 2000 and 2016, related to the issue of fractional numbers. For the constitution of our corpus of research, we have selected 39 academic papers produced by the following universities: Pontifícia Universidade Católica de São Paulo (PUC-SP); Paulista State University "Júlio de Mesquita Filho" (UNESP); Federal University of São Carlos (UFSCar); Federal University of ABC (UFABC); State University of Campinas (Unicamp); Universidade Bandeirante de São Paulo (Anhanguera) and Cruzeiro do Sul University (UNICSUL). In the search for answers to the following research question "What are the main contributions of researches carried out by universities in the state of São Paulo, between the years 2000 and 2016, regarding the fractional numbers? What possible gaps and challenges are still presented on the subject?", we split the papers that compose our corpus into three distinct categories of analysis: approach of fractional numbers in official documents or in didactic materials; teacher’s training, initial training and continuing education; and teaching and learning of fractional numbers and their operations. As a result, we point out advances in the approach of fractional numbers through their different conceptions (part-whole, measure, quotient, operator and ratio), in all aspects observed in our mapping. Concerning the gaps and challenges in this field of study, we stress the exaggerated emphasis on the part-whole conception, albeit with all the criticisms imbued with it, besides the insufficiency of studies related to High School, Higher, Youth, Adult and Inclusive Education. We suggest that new research fill these gaps in order to broaden the contributions in the field of Mathematics Education