Percurso dos Racionais do Pré-Escolar ao 1º Ciclo do Ensino Básico

• Autor(a) principal: Vizinho, Isabel
• Data de Publicação: 2012
• Outros Autores: Cabrita, Isabel
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v4i1.4238

The correct construction of meanings related to the concept of rational numbers by the students appears to be of fundamental importance for a solid construction of the concept of number, for success in further education and to solve the problems of day-to-day modern life. Therefore, the improper appropriation and application of these concepts by students it is very problematic. In the origin of the difficulty of students, it identifies aspects related with the complexity of the concept and a weak and fragmented approach in school, often limited by the scarcity and inadequate exploration of educational material. In this context, we created a sequence for teaching, embodied in a set of tasks and materials that supports their resolution, which aims to provide a continuum of rational study, designed from the Preschool Education. The same, which was subsequently implemented (particularly in contexts of continuous training of teachers and the respective students), evaluated and reworked until its final version, contributed to a stronger ownership of the concepts underlying rational for the respective students.