Resolução de problemas no ensino de operações com frações: potencialidades e desafios de uma proposta didática

Abstract

This study is a research project that aims to analyze the potential and challenges of using a teaching proposal involving problem-solving methodology in teaching operations with fractions to a 9th-grade class at a state public school in the city of Mamanguape, Paraíba. This is a qualitative and exploratory research project, and participant research was used as the technical procedure. In this study, a pedagogical sequence was planned and developed, structured into four lessons with guidelines for both the teacher and the students. This sequence addressed the study of the core subject matter of fractions, mediated by contextualized problem-solving methodology, incorporating evaluation activities at the end of each lesson as a data collection tool. This enabled students to develop logical thinking by understanding the mathematical concepts involved in problem-solving, gaining greater autonomy and the ability to solve and formulate problems by adopting resolution strategies based on their own knowledge. Through this research, several challenges were identified, including learning difficulties that slowed down the teaching-learning process of fractions and problem solving, difficulties in understanding the problems, and the use of inadequate resolution strategies.