Proposta de sequência didática para grandezas e medidas: discutindo conceitos de medidas de comprimento, massa tempo e temperatura no 6º ano do ensino fundamental

Abstract

The present work aims to develop a didactic sequence for discussing the concepts of length, mass, time and temperature measurements, in a 6th year elementary school class at a public school in the municipality of Cuitegi, Paraíba. This work was based on the National Common Curricular Base – BNCC (BRASIL, 2017) and other authors who discuss the topic. The research was structured in three parts: diagnosis, elaboration and execution of a didactic sequence and discussion of the results. The methodology used is characterized by being an exploratory study of an action research nature, which had as subjects 25 students from a 6th year elementary school class at a public school, structured in three stages: diagnosis, sequence development and data analysis . In the diagnostic stage, it was found that the participants had significant prior knowledge about measurements of length, mass, time and temperature. Despite being young, they demonstrated awareness of the importance of understanding and correctly applying these quantities. Then, the didactic sequence was developed focusing on measurements and their main concepts related to length, mass, time and temperature. The results revealed that the participating class was aged between 10 and 13 years old and that they lived in different surrounding areas, covering both rural and urban areas and that through experience they had practical knowledge in relation to quantities and their measurements, with satisfactory performance in relation to the concepts involving differentiating quantities and carrying out measurements, highlighting the identification and transformation of measurements of mass, length, time and temperature, using various materials such as: clock, calendar, thermometer, ruler, tape measure, tape measure, in problem solving of everyday life and proposed in the school textbook. It is concluded that the study of measurements played an essential role in school teaching, and it is essential to promote discussions to strengthen the mathematical knowledge already acquired, such as operations, and consolidate other concepts, such as the conversion between measurement units and the interpretation of scales. This contributes to the appropriate use of measures in everyday situations, allowing for better understanding and communication in the real world.