Análise de uma proposta construtivista de ensino de frações por meio da resolução de problemas

Abstract

This dissertation presents the analysis of work with a class of basic education students from 5th grade in a private school in the city of Anta Gorda, in Rio Grande do Sul. The aim of the research was to evaluate students learning about fractions from problem solving in a constructivist perspective. The methodological approach was qualitative. The research instruments consisted of two questionnaires. The first, involving knowledge of fractions was applied before starting the activities and reapplied a semester after their conclusion, in the classroom. The second questionnaire allowed the assessment of pupils about their work. Other research instruments were the exercises performed by students and the daily lesson with systematic records made by the teacher. All data were subjected to a Discoursive Textual Analysis. Before explaining the analysis, the text reports on activities of the fractions which were developed from previous knowledge of students.The results indicate limited initial knowledge about fractions, interested and enthusiastic participation of students in class, good performance in school evaluation on the topic and persistence on the topic of learning after a semester of performing activities. On the analysis of students about their work, they stressed the interactivity and practical aspects related to the theory, consistent with the resolution of problems through a constructivist approach. Most students said they did not find related difficulties and the importance of sharing the work that must have with other people as well as helping others and solidarity. The results of the evaluation made by students are consistent with the philosophy of the school.