Práticas no ensino de frações em escolas da rede privada no município de João Pessoa-PB

Abstract

The current research, classified as a qualitative research, takes as its general objective to investigate teaching practices about fractions in classes of the 6th year of elementary school in private schools in the municipality of João Pessoa. In this context, we delimited the following specific objectives: i) to point out how the teaching practice in 6th grade elementary school classes is carried out in the teaching of fractions, ii) to identify the main difficulties encountered by teachers in carrying out the teaching of fractions, iii) to identify resources, strategies and activities proposed by teachers when teaching fractions. To support the research theoretically, we decided to bring a brief discussion about the history of fractions, so we seek to rely on the theorists: CARVALHO (2017) and IFRAH (1997). Also, an analysis and discussion has been made about the concept and teaching of fractions, for this we rely on the ideas of FERNANDES (2008) AND BONOTTO (2011), with papers focused on the teaching practices when teaching of fractions and in some official texts such as: BNCC (BRASIL, 2018) and PCN's (BRASIL, 1997). As a research method, we adopted the application of a questionnaire directed to mathematics teachers from private schools in the city of João Pessoa, more specifically from the 6th year of elementary school. Next, we selected some teachers who responded to the questionnaire to carry out a semi-structured interview (PRODANOV and FREITAS, 2013). This interview was applied to 4 teachers who showed evidence of good practices in teaching fractions based on the answers to the questionnaire. This allowed us to analyze in a deeper way the teaching practices used by them in the teaching of fractions. The analyzes and results obtained were organized in Chapter 4. After analyzing the data, it was possible to identify important elements that are absent when teachers instruct the content of fractions, such as the contextualization of teaching and the use of manipulative materials, making the teaching process even more challenging. With this, we conclude that the teaching of fractions done in 6th grade classes in some private schools in the city of João Pessoa, is done in a limited way, either by the absence of didactic resources that facilitate the student's understanding or by the methodology used by the teachers.