Frações: Referências para o ensino no 6º ano à luz da Teoria dos Campos Conceituais

Abstract

This is a research in Mathematical Education that aims to analyze the learning processes and develop a teaching intervention, in Mathematics, aimed at the construction of concepts associated with fractions by students in the 6th year of Elementary Education at a school located in Duque de Caxias, outskirts of the state of Rio de Janeiro. The construction of concepts and the main ideas for the development of logical reasoning associated with the fraction was carried out collectively in the classroom, considering the degree of difficulties found in this school age group, since when entering the sixth year many students bring a delayed baggage knowledge about fractions. Quasi-experimental research was used as a methodology, consisting of a diagnostic interview questionnaire on the students' social reality and a teaching intervention based on their responses to the questionnaire. Data on the socioeconomic profile of students and their families were collected, such as information on receiving the Bolsa Família benefit, a federal government cash transfer program. For the analysis of the results, we used the Theory of Conceptual Fields and Decolonial Pedagogy. We conclude that contextualized situations favor learning and that there is a range of mathematical concepts in children's actions. The social data reported by students about Bolsa Família were used to learn fractions and it was proved that it is possible to develop teaching through these data. This is a research for a master's dissertation of the Graduate Program in Education, Culture and Communication in Urban Peripheries of the Faculty of Education of Baixada Fluminense / UERJ.