Sequência didática didática com história infantil e jogo para o ensino de frações

Abstract

This research aims to analyze whether - and how, children's stories and games, used in the didactic sequence we propose, are able to contribute to a more significant and interesting teaching and learning process of fractions with rational numbers, seeking to provide students with a better learning and comprehension of the topic. We also intend to present teachers to the possibility of more enriched and interesting classes. For this research, we gathered studies on the theme, elaborated a didactic sequence and applied it in a municipal school of Belo Horizonte, Minas Gerais, with students coursing the fourth year of elementary education. Entries were realized in two separate field diaries - one elaborated by the school teacher, who acted as research assistant, observing and recording the development of the didactic sequence; and another one elaborated by the researcher, including the results of the activities that students participated in. We made copies of said activities, and photographed a few of the mosaics and packages used in a game that students produced during their Mathematics class on fractions. We introduced the topic of fractions through the children's storybook "O pirulito do pato", by Nílson José Machado; promoted other activities and produced, with the students, the "Memory Game of Fractions". According to the observation of the children's activities results, along with their involvement with the research, we consider that the didactic sequence was well accepted in the classes in which it was developed, and that it accomplished the proposed initial goals. After the research, the didactic sequence was altered so that it would be made available to all teachers as educational resource. We believe this to be an interesting teaching suggestion, which can provide combinations of mathematics teaching with other knowledge fields, which allows a link between school education and students' experiences.