SISTEMA DE MEDIDA DE COMPRIMENTO E ALFABETIZAÇÃO MATEMÁTICA: PROPOSTA DE UMA SEQUÊNCIA DIDÁTICA PARA O 1º ANO DO ENSINO FUNDAMENTAL

• Autor(a) principal: Meller, Andreia Medianeira Nunes Silveira
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional Universidade Franciscana
• Texto Completo: http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/1236
• topic: Ensino de Matemática. Anos Iniciais do Ensino Fundamental. Alfabetização Matemática. Sistemas de Medida de Comprimento.; Teaching Mathematics. Early Years of Elementary School. Mathematical Literacy. Length Measurement Systems.; Ensino de Ciências e Matemática

This thesis is linked to the Professional Master's Degree of the Postgraduate Program in Science and Mathematics Teaching at the Franciscan University, in the Teaching and Learning research line. This study has the general objective investigate the potential that a didactic sequence, aimed at the first year of Elementary School, focusing on the Length Measurement System, has for mathematical literacy. The theoretical basis of this study deals with the teaching of Mathematics in the initial years, the official documents that standardize teaching, in addition to the concepts of mathematical literacy, Didactic Sequence and Educational Product. In this context, the investigative action was developed with a first-year elementary school class from a local school in Santa Maria, in the State of Rio Grande do Sul. As a data collection instrument, photographic records and student writings were used, in addition to audio recordings of interactions established between the subjects. The analysis was based on the idea of episodes brought by Moura (2004). Thus, the Didactic Sequence sought to provide a practice that would make it possible to support the firstsystematiclearning about length measurement and create the necessary conditions for students to become mathematically literate. The proposal of the Didactic Sequence brought in its Teaching Situations possibilities for initial work to contribute to learning about measurements, organized specifically in the magnitude of length, in which it was found that appropriate pedagogical strategies can bring potential in approaching the concept of measurement students, develop the ability to measure, making initial use of non conventional measurement units appropriate to the attribute they want to measure and using mathematical knowledge of measuring length in cultural environments, even if the concept of standard measurement is still in construction.