Números racionais: em especial as frações

Abstract

The present study aimed to detect and describe the difficulties in the teaching-learning process of the set of rational numbers in fractional form. The work is based on a pedagogical practice carried out with a group of twenty-five students in the 9th grade of elementary school in the final years, from a private school in the city of João Pessoa. The work also aimed to present the teaching of fractions and rational numbers with the support of various pedagogical resources in favor of student learning in a motivating and playful way. Didactic resources such as paradidactic books, construction of games by students, collective cooking were used. Fractions were observed in the measurements of ingredients and games on the computer, using ICTs as an ally. These actions make the classes more interesting and the students become more active and participatory, which contributes positively to the abstraction of the concept, also considering the teacher's mediation. In order to carry out the practice, a survey was produced with this group of students who answered ten questions related to the study of rational numbers in fractional form. teaching. During the elaboration and implementation of the teaching practice, varied activities were carried out from the usual ones, seeking a differentiated approach to this numerical set. In addition to diversification, contextualization and reflection were determining factors for the success achieved at the end of the practice. The content was formalized through other proposed activities and teaching resources, to guide the students, I used bottle caps to demonstrate the concept of Fractions, in the sequence we built graphs with the activities carried out with the students in their day-to-day in the last 48 hours. The conclusion of this work was very interesting, since the students experienced a teaching totally different from the traditional one, blackboard, chalk, textbook.