Investigando o ensino de frações no Ensino Fundamental

Abstract

This paper aims to present a proposal for activities aimed at assist the elementary school teacher in alleviating the difficulties encountered when the goal is to teach fractions, seeking a concrete understanding concepts by students. To this end, a bibliographic study was carried out based on dissertations prepared from 2020 onwards that address the teaching and learning fractions in Elementary School. The presentation of activities is carried out with the goal of offering suggestions and resources to Basic Education teachers, mainly to teachers in the 5th, 6th and 7th years of Elementary Education, which the teaching of fractions is more accentuated, as guided by the Base Nacional Comum Curricular (BNCC). The work was motivated by the researcher’s experiences and the recurring difficulty of some teachers when approaching the subject. The study seeks to identify in the literature the main difficulties faced in teaching and learning fractions and, based on this survey, activities are proposed in which learning the concept is prioritized and not the use of rules and algorithms that are generally used in a mechanized way by students. The teaching of fractions has been a frequent topic in studies and this work intends to make contributions to this very important topic within the mathematics, especially in the way it is approached by teachers in presentation to students.