Aprimorando o conhecimento dos estudantes sobre a magnitude da fração: um estudo preliminar com alunos nos Anos Iniciais
Palavras-chave:
Anos Iniciais, Frações Não-Simbólicas e Simbólicas, Medição, Modelo Instrucional-4AResumo
A noção de magnitude é central para a compreensão de números fracionários. Para investigar essa relação, implementamos uma pesquisa de design research numa escola nos EUA, com o objetivo de examinar as potencialidades da perspectiva de medição e fração-de-quantidade para ampliar os entendimentos conceituais de magnitude de frações entre estudantes do segundo ano do Ensino Fundamental. Utilizamos ideias da História da Matemática e da Educação Matemática em uma estrutura histórico-cultural para definir o que são frações e construir tarefas. A equipe pesquisadora foi composta por um professor universitário, dois doutorandos, um deles foi um administrador da Secretaria de Educação do município, oito professores do Ensino Fundamental, e uma mãe. A sessões com os estudantes aconteceram em uma escola depois dos horários normais. As sessões de pesquisa envolveram 35 estudantes, divididos em duas turmas, reunidos uma hora por sessão, duas vezes por semana, durante um total de 12 semanas. Os estudantes usaram as barras de Cuisenaire para desenvolver a ideia de que uma fração relata uma comparação multiplicativa entre duas quantidades mensuráveis. Os resultados que apresentamos indicam que os estudantes se apropriaram da ideia da magnitude das frações-de-quantidade e que, com base nas imagens mentalmente evocadas das barras, foram capazes de construir expressões envolvendo comparações fracionárias.
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