Contribuições do uso das TIC's e de materiais manipulativos na superação do erro no estudo de frações

Abstract

This work presents a study realized in the Professional Master’s Degree in Education by the Universidade Federal da Fronteira Sul – Erechim Campus, considering the thematic “Errors in the study of fractions: contributions of the usage of ICTs and manipulative materials”. The investigation was realized in a municipal public school, located in the municipality of Erechim-RS, and dedicates to analyze what could the 6th year of Elementary School student’s errors reveal about the study of fractions, which are the contributions of the ICTs and manipulative materials in overcoming this mistakes. The theoretical contribution that underlies the study allows a reflection about the phenomenon to be investigated: the study of fractions with manipulative materials and ICTs in the overcoming of mistakes, coming from four fronts: the mistakes present on Mathematics, the teaching of fractions, the Information and Communication Technologies in Mathematics Education and the manipulative materials. The research is developed in two stages. The first stage consists in the application of diagnostic activities to the students, involving fractions and, subsequent to these activities, an interview is held with each student, taking into account the wrong questions, so that each one comments on the resolution process used, allowing the identification of the mistakes made by the students. The second stage contemplates activities with ICTs and manipulative materials, elaborated from the errors identified on the diagnostic activities, which are organized in five workshops, with the objective of providing data on the possible contributions of ICTs and manipulative materials in overcoming errors in fractions. At this stage, the data is collected by interviews realized with the students after their participation in each workshop, of the resolution of a mathematical question, involving the content explored in the course of each meeting and the filming of the workshops. As of the characteristics of this study, the investigation has as methodological perspective the qualitative research, in a phenomenological approach. This study shows that the teaching of fractions, when explored from the mistakes made by the students and with the usage of manipulative materials and computer technologies, contributes to the overcome of errors in fractions through positive aspects such as thinking, practical learning, the learning with softwares and the comprehension of the studied mathematical relations. Beyond that, by the existence of elements favorable to learning, such as: participation, manipulation, discover, different possibilities of studying, visualization and group work. From the contributions evidenced by the students, it is expected that the activities with manipulative materials and ICTs could be planned by the teachers and explored by students in order to favor the learning of the mathematical concept fractions in its integrality