Dificuldades e aprendizagem de estudantes do 5° ano do ensino fundamental com o conteúdo de frações.

Abstract

This work is the result of a research carried out within the framework of the Didactic Intervention Project, which was carried out with students of the 5th grade of Elementary School, Campos Brasil State College located in the municipality of Araguaína state of Tocantins. In order to develop the activities proposed in this Project, we ask ourselves: In what terms does the use of games and concert materials as methodological resources facilitate the teaching and learning of fractions? In this sense, the objective is to present the contributions that the games and concrete materials play in the learning process, as a methodology in the construction of logical reasoning. In order to do so, he used the theoretical fields related to the use of games and concrete materials, as teaching and learning methodology in Mathematics, suggested by National Curricular Parameters of Mathematics (BRASIL / PCN's) (2001), Kishimoto (2010), Lorenzato 2011), Fainguelernt and Gottlieb (2001), Toledo; Toledo (2009). The qualitative approach of action research was assumed from Fiorentini's perspective; Lorenzato (2009). The analyzes are based on the activities carried out with the students, which showed that the use of games and concrete materials in the teaching of the content of fractions allows a better learning of the students, since, when they participate in the elaboration of the practical activities and to socialize the knowledge acquired during the activities, it is noticed that there was a better understanding and assimilation of the fraction content.