Com quantos paus se faz uma jangada? uma proposta de ensino do conceito da divisão
This research aims to investigate how the concept of division should be taught to students in the early years of elementary school, using the principles of the Teaching Guiding Activity (AOE). Initially, a bibliographic survey was carried out to theoretically support the research, also aiming to ide...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | bachelorThesis |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/54147 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | This research aims to investigate how the concept of division should be taught to students in the early years of elementary school, using the principles of the Teaching Guiding Activity (AOE). Initially, a bibliographic survey was carried out to theoretically support the research, also aiming to identify the essence of the division concept to guide the construction of a learning triggering situation placed into a context in the Northeast region of Brazil. Then, three triggering situations were suggested, in which the appropriation of the mathematical concept is aimed at through the involvement of students in practical and reflective activities. The situations were created using the following resources: virtual stories, use of manipulative materials, and group discussions. The results obtained demonstrated that the theoretical and methodological principles of AOE provide meaningful learning situations, allowing students to appropriate mathematical knowledge and develop theoretical thinking. In addition, AOE has been demonstrated to be an axis of integration between disciplines, such as Mathematics, History, Geography and Science, indicating it has the potential to promote more integrated and contextualized learning. It is expected that this research data may contribute to improve pedagogical practices related to the teaching of division as AOE substantiates the teaching and learning activity of teachers and researchers interested in mathematics education. |
|---|