Uma abordagem para o ensino de frações usando um kit manipulável

Abstract

The study of fractions begins in the initial years of Elementary School, deepening throughout the years until the end of Elementary School. According to data from PISA 2022, about 73% of students recorded low performance in Mathematics, against only 1% who achieved high performance. This low achievement is present in all content covered in Basic Education. Given this scenario, with the aim of creating a tool that could assist teachers in the process of teaching fractions in a more dynamic and interesting way, this dissertation, in conjunction with the educational product associated with it, uses the manipulable material entitled the “fraction kit” as an alternative for teaching fractions. The workshops using the aforementioned manipulable material were carried out with a 2nd-year high school class from the Santa Rita de C´assia State College in September 2024, aiming to contribute to the students’ understanding and the teaching work, resulting in a qualitative improvement in students’ understanding of the subject matter.