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Artículos

Vol. 26 No 2 (2023): Julio

INVESTIGANDO A PRÁTICA DO PROFESSOR NO ENSINO DE FRAÇÕES NUM CONTEXTO DE TRABALHO COLABORATIVO

DOI
https://doi.org/10.12802/relime.23.2624
Soumis
avril 17, 2024
Publiée
2023-12-14

Résumé

Cette étude vise à comprendre les pratiques pédagogiques des enseignants du 1er cycle de l'Éducation de base lors de l'introduction de la notion de fractions à leurs élèves. Il cherche à répondre aux questions: 1) Comment l'enseignant introduit-il la notion de fraction à ses élèves ? 2) Comment l'enseignant explore-t-il les interprétations des fractions dans ses cours? 3) Quelles difficultés l'enseignant rencontre-t-il dans l'enseignement des fractions? Une méthodologie qualitative a été adoptée dans une approche d'étude de cas pour analyser six classes observées d'un enseignant ayant participé à un programme de travail collaboratif axé sur l'enseignement des fractions. Les résultats suggèrent certaines faiblesses dans les connaissances mathématiques et didactiques de l'enseignant sur les fractions, notamment dans l'interprétation des fractions, leur approche et leur articulation dans les cours de mathématiques.

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