Concept and Problem Solving of fractions: analysis of the learning of positive attitudes of students graduating from the Pedagogy course

• Autor(a) principal: Proença, Marcelo Carlos de
• Data de Publicação: 2018
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de Ensino de Ciências e Matemática - REnCiMa
• Texto Completo: https://revistapos.cruzeirodosul.edu.br/rencima/article/view/1589
• topic: Atitudes; Fração; Resolução de Problemas; Pedagogia; Attitudes; Fraction; Problem Solving; Pedagogy

This article aims to analyze if classes taught about the concept of fraction and the fraction problem solving favor the learning of positive attitudes of these subjects. Participants were 25 students of the fourth year of a pedagogy course, within the context of a Mathematics Teaching Methodology. Before classes on the content of fractions, we applied a scale of attitudes and a questionnaire. The data showed that 28% presented positive attitudes and 64%, negative attitudes, besides lack of mastery over the concept of fraction as part of the whole. After classes, the data showed averages of 6.0 and 3.4 points in the resolution of two mathematical problems: addition and division, respectively. Re-applied the scale of attitudes, the analysis showed that 52% presented positive attitudes and 40%, negative attitudes. We identified that seven participants started to present positive attitudes and that one participant who had this attitude happened to not have it.