Teaching fractions and significant learning through PMTU: : an analysis based on theses and disertations

• Autor(a) principal: Huf, Viviane Barbosa de Souza
• Data de Publicação: 2023
• Outros Autores: Huf, Samuel Francisco, Pinheiro, Nilcéia Aparecida Maciel, Miquelin, Awdry Feisser
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Alexandria (Florianópolis)
• Texto Completo: https://periodicos.ufsc.br/index.php/alexandria/article/view/86172
• topic: Metodologia de ensino; Teoria de aprendizagem; Educação matemática; Teaching methodology; Learning theory; Mathematics education

A palavra resumo deve ser em negrito. O texto do resumo não deve ter The present research aims to verify how the approach of the theory of Meaningful Learning and the use of Potentially Meaningful Teaching Units (PMTU) in the teaching of fractions occurs, in stricto sensu research carried out at the national level. Its guiding questions are the following questions: what methodological approaches and/or didactic resources are adopted by authors who focus on the theory of Meaningful Learning and the teaching of fractions? How is the use of PMTU shown in these works? In order to meet the objective and respond to the problems, an interpretative qualitative research of a bibliographic order was carried out, from the database of the Brazilian National Library of Theses and Dissertations. The results point to the lack of works involving the theory of Meaningful Learning and the teaching of fractions, considering the use of PMTU in this context, no works are found, which shows a wide field of research with this theme.