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Advisor(s)
Abstract(s)
O estudo que apresentamos tem como objetivo aprofundar o nosso conhecimento sobre o
modo como os alunos do 5.º ano de escolaridade desenvolvem o sentido de numeral misto e a
capacidade de adicionarem e subtraírem com eles. Pretendemos compreender a pertinência que
os numerais mistos poderão ter na compreensão dos números racionais e descobrir o contributo
que os blocos padrão poderão ter num percurso de aprendizagem que pretende ser significativo.
Para este efeito, concebemos uma sequência organizada de cinco tarefas exploratórias, segundo
uma metodologia construtivista da aprendizagem, com recurso aos blocos padrão.
Este estudo assumiu uma abordagem metodológica de natureza qualitativa, numa
modalidade de estudo de caso. A recolha de dados foi feita através da observação direta e
participante das aulas, com registo de notas de campo e de meios audiovisuais.
Os resultados desta investigação revelaram que o uso dos blocos padrão motivou os alunos,
mantendo-os ativos no processo de aprendizagem. Além disso, por constituírem um meio eficaz
de materializar a relação parte-todo, promoveram uma aprendizagem significativa da
representação de números racionais na forma de fração e de numerais mistos. Foram também
um excelente contributo na compreensão do conceito de frações equivalentes, tendo facilitado a
compreensão do processo de adição e subtração de números racionais representados por frações
e por numerais mistos. Verificamos também que a abordagem e o trabalho com os numerais
mistos foram muito importantes na aprendizagem, com compreensão, do conceito de número
racional pois constituem uma forma de representação mais compreensível do que a fração
imprópria correspondente.
The present study aims to expand our understanding of how the students of the 5th grade develop a sense of mixed number and the ability to add and subtract with them. We want to understand the relevance that mixed number have on the understanding of the concept of rational number and find out the contribution that block patterns may have in a significant learning pathway. In this sense, we designed an organized sequence of five exploratory tasks according to a constructivist methodology of learning, using the block patterns. This study took a qualitative methodological approach in the form of case study. Data collection was carried out through direct and participant observation, with field notes record and audiovisual media. The results of this research showed that the use of block patterns motivated the students keeping them active in the learning process. In addition, because they constitute an effective means to materialize part-whole concept, they promoted significant learning about representation of rational numbers in fraction form and mixed number. It was also an excellent contribution to the understanding of the concept of equivalent fraction, which facilitated the understanding of the process of addition and subtraction of fractions and mixed numbers. We also verified that the approach and work with mixed numbers is very important in learning with the understanding of the rational number concept because this representation is more significant than the corresponding improper fraction.
The present study aims to expand our understanding of how the students of the 5th grade develop a sense of mixed number and the ability to add and subtract with them. We want to understand the relevance that mixed number have on the understanding of the concept of rational number and find out the contribution that block patterns may have in a significant learning pathway. In this sense, we designed an organized sequence of five exploratory tasks according to a constructivist methodology of learning, using the block patterns. This study took a qualitative methodological approach in the form of case study. Data collection was carried out through direct and participant observation, with field notes record and audiovisual media. The results of this research showed that the use of block patterns motivated the students keeping them active in the learning process. In addition, because they constitute an effective means to materialize part-whole concept, they promoted significant learning about representation of rational numbers in fraction form and mixed number. It was also an excellent contribution to the understanding of the concept of equivalent fraction, which facilitated the understanding of the process of addition and subtraction of fractions and mixed numbers. We also verified that the approach and work with mixed numbers is very important in learning with the understanding of the rational number concept because this representation is more significant than the corresponding improper fraction.
Description
Keywords
Fração Numeral misto Adição e subtração Blocos padrão Fraction Mixed number Addition and subtraction Block patterns
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação