Uma análise do ensino de frações equivalentes no contexto da pandemia da Covid-19 mediado pela Teoria Antropológica do Didático
Data
2021-05-31
Autores
Henrique, Mychelly Agnes Marcelo
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Universidade Federal de Mato Grosso
Resumo
This research aims to develop, apply and analyze a didactic sequence on the theme
“rational numbers”, in particular the part “equivalent fractions”, as well as the formal
mathematical study of the same. The research methodology used was Second Generation
Didactic Engineering, which served as a guide to the steps of applying a didactic sequence.
For its analysis, the Theory of Didactic Situations and the Anthropological Theory of
Didactics were used as input. The research subjects were sixth-grade students, from
four classes of elementary school, within the research-training process of a public school
teacher in the city of Rondonópolis-MT. The data were collected from the responses of
the virtual questionnaire at the end of the didactic sequence and also through the analysis
of the responses of the students’ activities, sent by instant messaging application. It was
found that students understand the concept of fractions and are able to identify them
through their geometric representation, however they have difficulties in recognizing such
objects when the geometric representation is not presented. It was found that the use of
manipulable concrete material and GeoGebra computational environment contribute to
remote teaching in a positive way, helping to learn our mathematical reference object:
equivalent fractions.
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HENRIQUE, Mychelly Agnes Marcelo. Uma análise do ensino de frações equivalentes no contexto da pandemia da Covid-19 mediado pela Teoria Antropológica do Didático. 2021. 175 f. Dissertação (Mestrado Profissional em Matemática - PROFMAT) - Universidade Federal de Mato Grosso, Instituto de Ciências Exatas e Naturais, Rondonópolis, 2021.