Frações no quarto ano do ensino fundamental: um debate com crianças a partir de seus erros.

Abstract

This Critical-Reflective Report is the result of a research that addresses fractions in the school life of students in the 4th Year of Elementary School. This concept is often considered difficult for students to understand and difficult to teach for the teacher. This fact may allow several misunderstandings not to be overcome by the group of students. In this sense, this work arises with the general objective of analyzing the process of debate on the concept of fraction, from the perspective of error analysis, with students from the 4th year of a state school in Canguçu/RS. To this end, the following specific objectives were listed: a) Develop a work sequence for teaching fractions in the fourth year of Elementary School; b) Investigate the role played by error analysis in the production of fractional knowledge throughout the intervention; c) Understand the knowledge elaborated on fraction by students of the fourth year of Elementary School from the intervention. The research was carried out with 29 students from a class at a state school in Canguçu. The research was developed through questionnaires, discussing the concepts of half, division and fraction, and an intervention sequence based on the ideas of part-whole, measure and number related to fractional thinking. Data analysis was carried out in a descriptive-narrative perspective, in which, at first, the intervention is described, carrying out a procedural analysis, and, in the second moment, an integrative synthesis of outstanding ideas in the process is created. As a result, the research showed that the error analysis allowed a reflexive process of construction of the concept of fractions, generating a culture in the classroom that brings questioning as part of the student's activity. In addition, he highlighted the reflection of ideas in fractional thinking, such as: part and totality; equivalent fractions, different representations, comparison between fractions, position of fractions on the line, measured relationship and fractional thinking. It is concluded, therefore, that the research potentiated the construction of the concept of fraction and the creation of new, more elaborate understandings about it.