Rede social digital e o ensino de frações

Abstract

This dissertation, entitled “Instagram as an enhancer for the teaching of fractions”, is based on our current social and digital context in which social networks have evolved as society's global, personal and collective goals have changed and have now reached many classrooms. The general objective of the research was to analyze how the Digital Social Network, Instagram, connects individuals to each other, in order to enhance pedagogical practices for teaching Fractions to students in a 5th grade class at a public school in Maceió. To this end, we specifically sought to analyze students' prior knowledge about the content of fractions and the social network Instagram; map didactic proposals involving pedagogical practices on Instagram for learning Fractions; discuss the possibilities of using Instagram as a space for learning Fractions and identify the possible limitations of using Instagram to teach Fractions. The research is qualitative in nature (Creswell, 2010), of the pedagogical intervention research type (Damiani, 2013), and with the participation of 17 regularly enrolled 5th grade students, collecting data with the support of activities proposed during Mathematics classes, conversation circles and semi-structured interviews, which were analyzed using the thematic analysis method (Braun; Clarke, 2006). Based on the data obtained, it is considered that Instagram has a number of resources that, with the right planning and guidance from teachers, can contribute to innovative teaching practices that help students learn fractions, especially as it is not limited to geographical spaces; however, it has considerable limitations in terms of internet connection and access for some students and school spaces.