Uma análise do ensino de frações equivalentes no contexto da pandemia da Covid-19 mediado pela Teoria Antropológica do Didático

Abstract

This research aims to develop, apply and analyze a didactic sequence on the theme “rational numbers”, in particular the part “equivalent fractions”, as well as the formal mathematical study of the same. The research methodology used was Second Generation Didactic Engineering, which served as a guide to the steps of applying a didactic sequence. For its analysis, the Theory of Didactic Situations and the Anthropological Theory of Didactics were used as input. The research subjects were sixth-grade students, from four classes of elementary school, within the research-training process of a public school teacher in the city of Rondonópolis-MT. The data were collected from the responses of the virtual questionnaire at the end of the didactic sequence and also through the analysis of the responses of the students’ activities, sent by instant messaging application. It was found that students understand the concept of fractions and are able to identify them through their geometric representation, however they have difficulties in recognizing such objects when the geometric representation is not presented. It was found that the use of manipulable concrete material and GeoGebra computational environment contribute to remote teaching in a positive way, helping to learn our mathematical reference object: equivalent fractions.