Reflections about the stages of identification, fissuration and overcoming learning obstacles in the teaching of fractions

Authors

DOI:

https://doi.org/10.5007/1981-1322.2018v13n2p264

Abstract

In this paper we aim to analyze and discuss how the concept of numerical fractions is presented in the textbook of the fifth grade of elementary school.  In this way, we use the stages of identification, fissuration and overcoming obstacles of learning, proposed by Astolfi (1999). The steps are essential for the student to overcome their inadequate previous knowledge leading them to the automation of scientific knowledge. We emphasize that the teaching of fractions is introduced in the early years by teachers of Pedagogy. Knowing that this professional needs to carry out multiple knowledge, for which, he often feels fragile, we show the recognition of these steps, in order to contribute to the process of teaching and learning the concept of fractions.

Author Biographies

Letícia Ribeiro Lyra, Universidade Federal da Fronteira Sul

Psicóloga, Mestre em Psicologia e Doutoranda do Programa de Pós-Graduação em Educação Científica e Tecnológica da Universidade Federal de Santa Catarina.

Lucia Menoncini, Universidade Federal da Fronteira Sul

Licenciada em Matemática, Mestre em Matemática e Computação Científica e Doutoranda do Programa de Pós-Graduação em Educação Científica e Tecnológica da Universidade Federal de Santa Catarina.

Leandro Bordin, Universidade Federal da Fronteira Sul

Engenheiro Civil, Mestre em Engenharia e Doutorando do Programa de Pós-Graduação em Educação Científica e Tecnológica da Universidade Federal de Santa Catarina.

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Published

2018-12-12

Issue

Vol. 13 No. 2 (2018)

Section

Artigos

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