Introduction of Fractions in the Early School Years: the Perception of the Teachers and their Qualification

Detalhes bibliográficos
Autor(a) principal: Parracho Sant'Anna, Neide da Fonseca
Data de Publicação: 2022
Outros Autores: Mandarino, Silvana Pires Fonseca
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revemop
Texto Completo: https://periodicos.ufop.br/revemop/article/view/5261
Resumo: The present study deals with the introduction to the teaching of fractions based on the recognition of their numerical condition supported by their representation on the numeric line. The possibilities of developing the introduction to fractions, through a precise construction of the concept, from the perceptions and knowledge of teachers of the early years of Elementary School are discussed. An analysis by teachers experienced in teaching mathematics in the 4th year of a prototype of workbook for such introduction is presented. These teachers composed two Focus Groups to make a collective analysis of the set of activities. The teachers evaluated the viability of the proposal from their conceptual knowledge on the subject and their practical experiences in introducing fractions in the classroom and suggested changes in the activities.
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spelling Introduction of Fractions in the Early School Years: the Perception of the Teachers and their QualificationIntroducción de Fracciones en los Primeros Años Escolares: la percepción de los docentes y su calificaciónA Introdução de Frações nos Anos Iniciais: a Percepção do DocenteFractionsTeaching fractionsRational numberNumber lineFraccionesEnseñanza de FraccionesNúmero RacionalRecta NuméricaFraçõesEnsino de FraçõesNúmero RacionalReta NuméricaThe present study deals with the introduction to the teaching of fractions based on the recognition of their numerical condition supported by their representation on the numeric line. The possibilities of developing the introduction to fractions, through a precise construction of the concept, from the perceptions and knowledge of teachers of the early years of Elementary School are discussed. An analysis by teachers experienced in teaching mathematics in the 4th year of a prototype of workbook for such introduction is presented. These teachers composed two Focus Groups to make a collective analysis of the set of activities. The teachers evaluated the viability of the proposal from their conceptual knowledge on the subject and their practical experiences in introducing fractions in the classroom and suggested changes in the activities.Este estudio trata de la introducción a la enseñanza de fracciones a partir del reconocimiento de su condición numérica apoyado en su representación en la recta numérica. Se discuten las posibilidades de desarrollar la introducción de fracciones, a través de una construcción precisa del concepto, a partir de las percepciones y conocimientos de docentes de la Enseñanza Fundamental. Se presenta un análisis de docentes experimentados en la enseñanza de matemáticas en el 4° año de prototipo de cuaderno de trabajo para dicha introducción. Estos docentes formaron dos Grupos Focales para hacer un análisis colectivo del conjunto de actividades. Evaluaron la viabilidad de la propuesta a partir de su conocimiento conceptual sobre el tema y sus experiencias prácticas en la introducción de fracciones en aula y sugirieron cambios en las actividades.Este estudo trata da introdução do ensino de frações a partir do reconhecimento de sua condição numérica apoiado em sua representação na reta numérica. As possibilidades de desenvolver a introdução ao ensino de frações, através da construção precisa do conceito, a partir das percepções e conhecimentos de professores dos anos iniciais do Ensino Fundamental são discutidas. Apresenta-se análise por professores com experiência no ensino de Matemática no 4º ano do Ensino Fundamental de um protótipo de caderno de atividades para essa introdução. Esses professores compuseram dois Grupos Focais para fazer uma análise coletiva do conjunto de atividades. Eles avaliaram a proposta a partir dos seus conhecimentos conceituais sobre o tema e de suas experiências práticas na introdução ao ensino de frações em sala de aula e sugeriram alterações nas atividades.Editora da UFOP2022-12-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufop.br/revemop/article/view/526110.33532/revemop.e202223Revemop; v. 4 (2022): Rolling Pass; e2022232596-0245reponame:Revemopinstname:Universidade Federal de Ouro Preto (UFOP)instacron:UFOPporhttps://periodicos.ufop.br/revemop/article/view/5261/5065Copyright (c) 2022 Revemophttp://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccessParracho Sant'Anna, Neide da FonsecaMandarino, Silvana Pires Fonseca2022-12-25T12:18:28Zoai:pp.www.periodicos.ufop.br:article/5261Revistahttps://periodicos.ufop.br/revemop/indexPUBhttps://periodicos.ufop.br/revemop/oairevemop@ufop.edu.br||2596-02452596-0245opendoar:2022-12-25T12:18:28Revemop - Universidade Federal de Ouro Preto (UFOP)false
dc.title.none.fl_str_mv Introduction of Fractions in the Early School Years: the Perception of the Teachers and their Qualification
Introducción de Fracciones en los Primeros Años Escolares: la percepción de los docentes y su calificación
A Introdução de Frações nos Anos Iniciais: a Percepção do Docente
title Introduction of Fractions in the Early School Years: the Perception of the Teachers and their Qualification
spellingShingle Introduction of Fractions in the Early School Years: the Perception of the Teachers and their Qualification
Parracho Sant'Anna, Neide da Fonseca
Fractions
Teaching fractions
Rational number
Number line
Fracciones
Enseñanza de Fracciones
Número Racional
Recta Numérica
Frações
Ensino de Frações
Número Racional
Reta Numérica
title_short Introduction of Fractions in the Early School Years: the Perception of the Teachers and their Qualification
title_full Introduction of Fractions in the Early School Years: the Perception of the Teachers and their Qualification
title_fullStr Introduction of Fractions in the Early School Years: the Perception of the Teachers and their Qualification
title_full_unstemmed Introduction of Fractions in the Early School Years: the Perception of the Teachers and their Qualification
title_sort Introduction of Fractions in the Early School Years: the Perception of the Teachers and their Qualification
author Parracho Sant'Anna, Neide da Fonseca
author_facet Parracho Sant'Anna, Neide da Fonseca
Mandarino, Silvana Pires Fonseca
author_role author
author2 Mandarino, Silvana Pires Fonseca
author2_role author
dc.contributor.author.fl_str_mv Parracho Sant'Anna, Neide da Fonseca
Mandarino, Silvana Pires Fonseca
dc.subject.por.fl_str_mv Fractions
Teaching fractions
Rational number
Number line
Fracciones
Enseñanza de Fracciones
Número Racional
Recta Numérica
Frações
Ensino de Frações
Número Racional
Reta Numérica
topic Fractions
Teaching fractions
Rational number
Number line
Fracciones
Enseñanza de Fracciones
Número Racional
Recta Numérica
Frações
Ensino de Frações
Número Racional
Reta Numérica
description The present study deals with the introduction to the teaching of fractions based on the recognition of their numerical condition supported by their representation on the numeric line. The possibilities of developing the introduction to fractions, through a precise construction of the concept, from the perceptions and knowledge of teachers of the early years of Elementary School are discussed. An analysis by teachers experienced in teaching mathematics in the 4th year of a prototype of workbook for such introduction is presented. These teachers composed two Focus Groups to make a collective analysis of the set of activities. The teachers evaluated the viability of the proposal from their conceptual knowledge on the subject and their practical experiences in introducing fractions in the classroom and suggested changes in the activities.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-25
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufop.br/revemop/article/view/5261
10.33532/revemop.e202223
url https://periodicos.ufop.br/revemop/article/view/5261
identifier_str_mv 10.33532/revemop.e202223
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufop.br/revemop/article/view/5261/5065
dc.rights.driver.fl_str_mv Copyright (c) 2022 Revemop
http://creativecommons.org/licenses/by-nc-sa/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Revemop
http://creativecommons.org/licenses/by-nc-sa/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da UFOP
publisher.none.fl_str_mv Editora da UFOP
dc.source.none.fl_str_mv Revemop; v. 4 (2022): Rolling Pass; e202223
2596-0245
reponame:Revemop
instname:Universidade Federal de Ouro Preto (UFOP)
instacron:UFOP
instname_str Universidade Federal de Ouro Preto (UFOP)
instacron_str UFOP
institution UFOP
reponame_str Revemop
collection Revemop
repository.name.fl_str_mv Revemop - Universidade Federal de Ouro Preto (UFOP)
repository.mail.fl_str_mv revemop@ufop.edu.br||
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