Os significados da relação parte/todo, quociente e razão dos números racionais: identificando propostas para aulas de matemática do ensino fundamental com o geogebra.

Abstract

This study aimed to discuss the significance of the relationship part / whole, quotient and reason of rational numbers by GeoGebra resources devoted to the teaching of school mathematics. This study was to document the source PCN - National Curriculum Parameters (BRAZIL, 1997) and it is an exploratory qualitative analysis (FIORENTINI; Lorenzato, 2009). Therefore, the research took place in three steps: Step 1: Contextualizing the set of Rational Numbers and treatment in school mathematics, as well as presenting the meanings part / whole relationship, division and reason for these numbers. Step 2: Lift the GeoGebra site, buildings that exemplify the study of rational numbers considering the meanings part / whole relationship, division and reason. Then identify use of objective, methodology, contributions and limitations of proposals for teaching and for learning numerical set. Step 3: Apply a questionnaire with teachers from public schools in Taperoá- PB, and reflect on the feasibility of using GeoGebra constructions found with regard to the potential for learning in math classes. The subjects of the research were five (05) of 2 ° elementary school teachers of the cycle of the city of Taperoá / PB. At the end of this study identified three buildings in GeoGebra geared for School Mathematics Teaching dealing with the study of rational numbers. According to teachers, the content of rational numbers is of fundamental importance for socialization of everyday situations other content. From the buildings highlighted their contributions but not approved the construction 2, because of a different format from conventional. Key