Conceituação, manipulação e aplicação de frações pelo método Singapura

Abstract

Fraction is certainly one of the most delicate topics in the curriculum of MathematicsTeaching in Elementary School. The purpose of this work is showing the importance of the Singapore Method in the teaching of fractions, especially the Concrete - Pictorial - Abstract (CPA) approach. Fractions certainly is a delicate, relevant and abstract content, especially for those who have never had contact with this knowledge in a well elaborated way. Conceptualizing fraction is not easy, worse still will be to manipulate and apply if the concept is not well constructed. This learning only becomes real when it is performed in a meaningful way. In other words, in a way that the student can conceptualize, manipulate and apply. Thus, we will make a brief approach on the three components considered together a tripod that guide the teaching and learning of Mathematics according to the teacher and researcher Elon Lages Lima, which are: Conceptualization, Manipulation and Application. The Singapore method is one of the methods that arise so that the student has the possibility to construct the concept of fractions. By becoming a protagonist of his learning and walking with autonomy in the course of the learning process, he can take possession of this knowledge, thus being able to solve problems of the most diverse, of that nature In addition to zealously building the concept of fractions, through the Singapore method, we will also manipulate to perform addition, subtraction, multiplication and division operations. We will apply this method in the classroom with the 7th grade students and do an analysis of the results. One reason for this work is justified by the fact that Singapore has become a benchmark in mathematics teaching. (This is how the BBC says: The best math students in the World are in Singapore, according to the international assessment test PISA, held annually by the OECD (Organization for Economic Cooperation and Development). It is therefore not surprising that the so-called "Singapore Method" (also known as the "Mastery Approach"), aimed at teaching mathematics, has spread all over the world. Finally, we will analyze the problems of fractions addressed by OBMEP, ENEM, PROVA BRASIL and COMPETITIONS. We hope, with this dissertation, to contribute to the construction of a provocative classroom environment, where the student is indeed protagonist in the construction of knowledge and autonomous in the capacity to learn.