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Advisor(s)
Abstract(s)
Este estudo visa compreender as dificuldades que os alunos evidenciam na
aprendizagem da noção de número racional não negativo.
Ao longo da minha experiência como docente do 2.º ciclo, permitiu-me
questionar por que razão os alunos de 5.º e 6.º ano apresentam dificuldades em
compreender o conceito de fração nos seus diversos significados: número, partetodo,
quociente, medida e operador multiplicativo.
Foi no sentido de entender esta dificuldade na apropriação dos conhecimentos
matemáticos sobre frações, que resolvi aplicar esta investigação a alunos do 1.º ciclo,
nomeadamente a uma turma do 3.º ano, uma vez que é neste ano escolar que o estudo
dos números racionais não negativos é aprofundado.
A metodologia constou de um estudo de abordagem de carácter qualitativo, de
natureza interpretativa.
A recolha de dados inclui as produções escritas dos alunos e as gravações de
áudio das intervenções verbais dos mesmos.
A análise dos resultados realizou-se a partir das estratégias cognitivas que os
alunos utilizaram para responderem às tarefas propostas.
Os resultados deste estudo mostraram que a construção do sentido de número
racional não é de fácil compreensão. É um conceito que requer uma abordagem
multifacetada, apoiada com a manipulação de materiais estruturados ou não
estruturados, para que os diferentes significados de fração fiquem bem consolidados
nas estruturas cognitivas dos alunos.
This study aims to understand the difficulties that students present in learning the notion of non-negative rational number. My experience as a primary education teacher, allowed me to question why the students of 5 and 6 year-old have difficulty on understanding the concept of fraction in its various meanings: number, part-whole, quotient measured and multiplicative operator. It was in order to understand this difficulty in the appropriation of mathematical knowledge of fractions, that I decided to apply this research to students of the from the 1st to 4th grade, including a group of 3rd grade, because it’s in this school grade that study of numbers no negative rational is deepened. The methodology consisted of a study of a qualitative nature approach of interpretative nature. Data collection includes written productions of students and the audio recordings of verbal interventions of them. The analysis was conducted from the cognitive strategies that students used to answer to the proposed tasks. The results of this study showed that the construction of rational number meaning is not easily understood. It is a concept that requires a multifaceted approach, supported by handling structured or unstructured material, so that the different meanings of a fraction are well consolidated in students’ cognitive structures.
This study aims to understand the difficulties that students present in learning the notion of non-negative rational number. My experience as a primary education teacher, allowed me to question why the students of 5 and 6 year-old have difficulty on understanding the concept of fraction in its various meanings: number, part-whole, quotient measured and multiplicative operator. It was in order to understand this difficulty in the appropriation of mathematical knowledge of fractions, that I decided to apply this research to students of the from the 1st to 4th grade, including a group of 3rd grade, because it’s in this school grade that study of numbers no negative rational is deepened. The methodology consisted of a study of a qualitative nature approach of interpretative nature. Data collection includes written productions of students and the audio recordings of verbal interventions of them. The analysis was conducted from the cognitive strategies that students used to answer to the proposed tasks. The results of this study showed that the construction of rational number meaning is not easily understood. It is a concept that requires a multifaceted approach, supported by handling structured or unstructured material, so that the different meanings of a fraction are well consolidated in students’ cognitive structures.
Description
Keywords
Sentido de número Número racional não negativo Fração Dificuldades de aprendizagem Rational number Number sense Fraction Learning disabilities
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação