O ensino de frações nos anos iniciais: possíveis caminhos a partir de cenários para investigação

Abstract

We can define fractions as a whole dividing in equal parts. Therefore, every fraction show a division of a rational numbers. The aim of this article is to verify in proposed activities to the early years at school if they instigate the students about the capacity of thinking critically about the learning of fractions. The qualitative research is characterized as a bibliographic research, developed in the critical perspective, analyzing some proposed daily activities at school aiming to provide from these activities different learning environments characterized by Research Scenarios. When we think in activities related of the learning of fractions, we propose ourselves to analyze some proposed activities to the early years at school, activities that are bringing in different spaces, no matter if they are in didactic books, articles, activities that are often playful or not, we will do anchored reflection en the research scenarios for the investigation proposed by Skovsmose (2008). We conclude this study bringing our reflection about how the learning of fractions has a big importance, as for the students in the early years of school, as for our day to day, we can realize even that all the activities can be proposed in a different way from the approach of the research scenarios, but for this we need that our teachers challenge themselves, understanding these possibilities of develop activities prioritizing the needs and interests of the students, searching new learnings, new methods and new dialogic perspectives.