Abordagem exploratória de frações no 5º ano do ensino fundamental

Abstract

The objective of this work is to analyze the possibilities of the exploratory approach to help the teaching and learning of fractions in the fifth year of Elementary School I. Based on the understanding that the exploratory approach is a term that is still little used, and that notoriously has been brought to studies, analyzed and discussed. We seek to understand how the exploratory approach has been discussed, approached and used. The exploratory approach consists of a class in which the student is introduced to an activity in which he has the possibility to investigate research and question how the activity can be resolved. In the exploratory approach, the teacher is a mediator and not a holder of knowledge. The research presents a contextualization about the exploratory approach in teaching fractions for the fifth grade. The central theme of the project is the teaching and learning of fractions for the fifth year, from the perspective of an exploratory approach. Our problem is focused on understanding how the exploratory approach helps in teaching and learning fractions in the fifth year of Elementary School. For this understanding, at first, we used authors and researchers who study the subject, such as João Pedro da Ponte and Marisa Quaresma, who brought in a lecture given at II SILSEM - 2023, the subject addressing and exposing how the exploratory approach should happen in the teaching of fractions. Following our research, we searched the BNCC (document that governs Brazilian teaching regulations), the research was also focused on BDTD, as a source of dissertations on the research topic, and seven dissertations were found, which did not directly bring the subject , two categories were found, “Changes in the teaching of fractions based on the exploratory approach, teacher qualification” and “Role of the student in the learning process according to the exploratory approach, student in focus” which, analyzed separately, bring an understanding of how the learning process takes place. Teaching and learning of fractions from the perspective of the exploratory approach. As a result of the research we can understand that it is necessary to qualify teachers for teaching and student learning, the research also demonstrates the need to understand that the teacher is a mediator and not a holder of knowledge. Still from the analysis of the second category, we realized that it shows us the importance of keeping the focus on the student, bringing him as a protagonist, so that he can appropriate the knowledge. The conclusion of the research reveals the need for teacher qualification courses, especially in the focus of our research, the teaching of Mathematics under an exploratory approach, as well as the importance of bringing the student closer and giving him the opportunity to research, analyze and understand of proposed mathematical activities.