Uma forma significativa das operações com números fracionários a partir da concepção parte-todo

• Autor(a) principal: Santos, Sidney Silva
• Data de Publicação: 2010
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/35648
• topic: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA; Números fracionários; Operações; Concepção parte-todo; Reta numérica; Equivalência de números fracionários; Fractional numbers; Operations; whole-part conception; Numerical straight; Equivalence of fractional numbers

This study aims to diagnose whether students from the sixth year of elementary school add, subtract, multiply and divide fractional numbers significantly by means of the equivalence of these numbers from figures and straight numerical. The study intented to answer the following research question: What are the strategies that students in the 6th grade of elementary school mobilize in solving activities involving operations with fractional numbers through the part-whole conception? For answer this question we chose a survey conducted with 22 students in a sixth-year class of elementary school of a private school in the São Paulo´s Coastal. Readings of recent research that has like theme the fractional numbers served like theoretical point for to substantiate our research. This research was developed from an instrument consisting of 25 activities involving operations with fractional numbers through the whole-part concept, although other conceptions can be mobilized in the resolution. The results show that the low rate of success in this research is reflected in teaching and in the lack of understanding about the rational field by the former teacher of the class. For only with a change in the teacher´s design who understands and dominates the set of rational numbers, the meaningful learning occurs, otherwise continue to make the same mistakes in her practice in the classroom. This study makes references to pedagogical practice used in the classroom, with the objective in select hypotheses for possible changes