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Artículos

Vol. 25 N.º 3 (2022): Novembro

CONSTRUÇÃO DO CONCEITO DE FRAÇÃO SOB A PERSPECTIVA DE MEDIÇÃO: CONTRIBUIÇÕES DO 4A INSTRUCTIONAL MODEL

DOI
https://doi.org/10.12802/relime.22.2531
Enviado
junho 20, 2023
Publicado
2022-11-30

Resumo

Recherche révèle qu’une solide compréhension des fractions façonne les performances futures des élèves en mathématiques
et que leur connaissance des fractions peut dépendre de la façon dont elle est enseignée. Les chercheurs rapportent que l’enseignement des fractions dans une perspective de mesure peut favoriser la compréhension conceptuelle des élèves. Nous avons étudié cette hypothèse auprès d’élèves du primaire brésilien et utilisé l’approche pédagogique 4A modèle pédagogique. Les résultats révèlent que les étudiants ont démontré une connaissance conceptuelle de la comparaison de l’amplitude des fractions et de la construction de l’équivalence des fractions. Ils ont pu évoquer des images mentales de ce contenu et écrire de manière compétente des expressions mathématiques de comparaisons de magnitude de fraction. Des recherches supplémentaires sont nécessaires pour étudier comment la perspective de mesure enseignée par le modèle pédagogique 4A influence la compréhension des élèves des opérations de fraction.

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