Proposta de sequência didática sobre frações

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dc.contributor.authorLopes, Jacqueline Carvalho
dc.contributor.authorIDhttps://orcid.org/
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dc.contributor.referee11º membro da banca
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dc.contributor.referee77º membro da banca
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dc.date.accessioned2024-09-12T19:35:52Z
dc.date.available2024-09-12T19:35:52Z
dc.date.issued2024-04-24
dc.description.abstractThis paper proposes a didactic sequence as a strategy to review content on fractions, aimed at the final grades of Lower Secondary Education, especially in light of the impacts of the COVID-19 pandemic. This proposal can be used both to review content lost during the remote learning period and to introduce the topic to students. The experience of returning to classes, after more than a year, highlighted the gap and limitation of content transmitted remotely, in addition to those that were not addressed due to limited time and social distancing imposed by the pandemic. Even with teachers' efforts to transmit as much content as efficiently as possible, it was perceived that it was not enough to ensure adequate continuity of learning. Given this scenario, teachers face the challenge of teaching a significant amount of content in a short period of time, aiming to reduce this gap so that students can progress in subsequent school years with more confidence in their learning. Therefore, this didactic sequence focused on teaching fractions in the final grades is proposed. Learning fractions is essential for several reasons. Firstly, fractions are essential for understanding and representing parts of a whole accurately, being useful in everyday situations and in areas such as mathematics, science, and engineering. Additionally, understanding fractions develops reasoning and problem-solving skills, requiring analysis, pattern recognition, and application of problem-solving strategies. In this didactic sequence, a fundamental method of teaching fractions is proposed, with the aim of enabling students to understand these concepts autonomously. The educational process will address conceptual interpretations of fractions, basic operations, problem-solving, and playful teaching strategies, aiming to promote effective and lasting learning
dc.description.resumoresumo
dc.description.sponsorshipCAPES
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dc.identifier.urihttp://repositorio.ufes.br/handle/10/17727
dc.languagepor
dc.language.isopt
dc.publisherUniversidade Federal do Espírito Santo
dc.publisher.countryBR
dc.publisher.courseMestrado Profissional em Matemática em Rede Nacional
dc.publisher.departmentCentro de Ciências Exatas
dc.publisher.initialsUFES
dc.publisher.programPrograma de Pós-Graduação em Matemática em Rede Nacional
dc.rightsopen access, restricted access ou embargoed access
dc.subjectPalavra-chave
dc.subject.cnpqMatemática
dc.titleProposta de sequência didática sobre frações
dc.typemasterThesis
foaf.mboxemail@ufes.br
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Mestrado Profissional em Matemática em Rede Nacional