As contribuições da teoria dos campos conceituais de Vergnaud para o conceito de número racional e suas aplicações.

Abstract

This work comprises a qualitative study of analytical nature that aimed to analyze the performance of students in higher education when solving problems involving Rational Numbers in fraction form. Theoretically we based our work on Gérard Vergnaud's Conceptual Fields Theory and the contributions of George Polya on Problem-solving. We evaluated from the perspective of the National Curriculum Parameters, objectives and contents related to Rational Numbers, and from these, we formulated, applied and analyzed an investigative survey which carried questions on the subject mentioned. As a result, we concluded that the surveyed students show performances much lower than expected, considering that the universe of these students is that one of new arrivals in Mathematics Course, and the instrument of our data collection was designed with questions ranging from easy to medium level, which explored the curriculum goals of elementary school.