A unidade afeto-cognição em situações de ensino que envolvam música e matemática para a apropriação do conceito de fração

Abstract

This study aimed to investigate students’ motivation in affect-cognition unit in teaching situations that involve elements of music for the appropriation of the concept of fraction. To achieve the objective, we sought to answer the following question: How can students’ motivation in the affect-cognition unit materialize through teaching situations that involve elements of music for the appropriation of the concept of fraction? The theoretical foundation adopted to support the research, the organization of actions and the capture and analysis of the data was based on the Historical-Cultural Theory, the Activity Theory and the Teaching Guiding Activity. To capture data in the research, the following instruments were adopted: logbook, written and audio record and conversation circle. Four meetings were held in a fifth-year class of an elementary school, with a moment of observation and intervention through the development of a Virtual History entitled “Théo in the world of music”. The results and data analysis were described through the só-called isolated, presented through episodes and scenes representing the movement of the phenomenon studied. The analysis points to the relationship of motivation in teaching situations that involve music and mathematics for the appropriation of the concept of fraction, as a possibility for teaching, revealing evidence of the conceptual development of fraction in a dialectical relationship present in the affect-cognition unit.