UEPS no ensino de matemática: visando a aprendizagem significativa de frações no 6º ano do ensino fundamental

Abstract

The present research emerges from the problem observed in the classroom context, in which many students in the 6th year of Elementary School have severe learning difficulties in the content of fractions. Therefore, considering that the Potentially Meaningful Teaching Units (PMTU) are didactic sequences supported by the Theory of Meaningful Learning, which values the cognitive dynamics of the learner in search of more lasting and consistent learning, the objective of the study described is to analyze the contributions made possible by the adoption of PMTU with students in the 6th year of Elementary School, aiming at Meaningful Learning of fraction contente. With the following question as a goal, what contributions can the application of PMTU bring to the Meaningful Learning of fraction content in the Final Years of Elementary School? Thus, in order to meet the objective and respond to the problem, an interpretative qualitative research of an applied nature was developed and adopted as a technique for collecting and analyzing data for action research. To this end, four PMTU focused on the content of fractions were applied in the 6th year of elementary school at a public school, located on the outskirts of a municipality in the interior of Paraná, totaling 27 hours/classes with 21 students. The results indicate that the adoption of PMTU in teaching fractions contributed to the change and enrichment of students' subsumers, providing opportunities for cognitive dynamics of progressive differentiation and integrative reconciliation, giving evidence of significant subordinate and superordinate learning, as well as conceptual, propositional and representational learning. These aspects provide opportunities for longer-lasting learning and facilitate the anchoring of new knowledge and mathematical learning, in addition to providing students with an experience linked to their points of interest and appreciation of their reality, which contributed to obtaining positive affective responses to the work carried out, removing aversion and fear from the content and arousing the interest and attention of the students researched. The results of the research provided the opportunity to create an e-book as an educational product, in order to present to other teachers and other interested parties possibilities for approaching the contents of fractions through PMTU, aiming at students' Meaningful Learning.