Dividing and/or fractioning in the early years of elementary school: an investigation into the use of mitigating actions in a virtual learning environment

Abstract

The research was developed in the Master's in Education at PUC-Campinas (São Paulo State/ Brazil), in a special condition due to the COVID 19 pandemic and to the social distancing. Its general objective was to investigate the use of mitigating actions, checking if and how the understanding of the introduction to the division and/or fraction teaching from a virtual learning environment. The research involved students from the 4^th year of elementary school at a public institution, group in which the researcher served as a teacher in 2020. The adopted methodology was qualitative, interventional in its nature, characterized as a research of the practice itself. The results pointed to the appreciation of the child`s prior knowledge on the subject and the potential for the use of mitigating actions in remote relationships between teacher and student, in addition to demonstrating the student`s difficulties in accessing the class and stablishing effective participation in a virtual learning environment.