Ensino de frações: uma sequência didática para o segundo e terceiro ciclo do ensino fundamental

Abstract

The teaching of fractions is one of the greatest difficulties faced by mathematics teachers in elementary education. And the fractions became something feared by the students. Some suggest the elimination of this theme from the curriculum, others support. This paper exposes some discussions on this theme and presents a didactic sequence that involves the History of Mathematics, the use of fractions disc and learning objects that facilitate the learning of this content. This sequence is designed for work in the second and third cycle of elementary education and presents strategies that have provided satisfactory results. In the construction of the sequence we present some results obtained in the Mathematics Clubs project, in the exercise of the supervised internship of the undergraduate course and in the application of a mini-course in a scientific event. It also includes an examination of the National Curriculum Parameters (PCN) related to rational numbers and specifically fractions. And a study on what concepts of fractions need to be taught in basic education and what the need is. We present some reports based on the applications of the script that was being constructed for the sequence and how difficulties were overcome.