O material cuisenaire e o modelo de barras de Singapura como recurso didático para auxiliar no processo ensino-aprendizagem de operações com frações no 6º ano do Ensino fundamental

Abstract

This paper aims to analyze the contributions of the Material Cuisenaire and the Singapore Bar Model for teaching operations with fractions in the sixth year of elementary school as potentially significant didactic resources to be used by teachers who teach Mathematics. Therefore, we carried out a qualitative research with bibliographic and documental survey and application of a short course for elementary school teachers on the use of the Cuisenaire Material and the Singapore Bar Model for teaching the addition and subtraction of fractions. The theoretical framework sought to characterize the teaching resources and their potential, identify how the teaching of fractions occurs and the difficulties faced by teachers and students, present the different meanings of fraction, point out how the curriculum documents present the content of fractions and what teaching nowledge is necessary for teaching fractions. In turn, during the short course, data were collected through questionnaires and activities, in order to verify the teachers' learning about the use of materials for teaching the addition and subtraction of fractions. The results showed that most teachers had no difficulty in using the materials in operations with fractions, stating that pictorial representations facilitate the learning of addition and subtraction, in addition to realizing the importance of equivalent fractions in the operative processes. In turn, we identified that despite having addressed in the theoretical part of the course the different meanings of fraction, the meaning of part-whole of fractions still prevails and difficulties in certain mathematical procedures, indicating that specialized knowledge of the content is still in formation, especially , for those teachers who are pedagogues, whose answers to the questionnaire highlight this aspect. Finally, the teachers emphasized that the short course was important for their training and that most would use the resources to teach addition and subtraction operations in their classes. Thus, the research results confirmed the hypothesis that teaching resources - Material Cuisenaire and Singapore Bar Model - can in fact help in teaching the addition and subtraction of fractions, providing a view of the procedures that are usually hidden in the traditional presentation of these operations.