A aprendizagem dos números racionais através de uma abordagem integrada das suas diferentes representações
DOI:
https://doi.org/10.48489/quadrante.27802Palavras-chave:
números racionais, ensino básico, representações, conversão entre representaçõesResumo
Este estudo tem como objetivo perceber que compreensão revelam os alunos do 5.º ano das diferentes representações simbólicas dos números racionais e da conversão entre elas, antes e após a realização de uma experiência de ensino que valoriza o uso de modelos geométricos. Os participantes são quatro alunos de uma turma e, para a recolha de dados, foram usados dois testes – inicial e final –, complementados com a realização de entrevistas semiestruturadas individuais. Os resultados indicam que, antes da experiência de ensino, os alunos tinham um conhecimento limitado das diferentes formas de representar simbolicamente números racionais e da conversão entre elas, que faziam procedimentalmente, ou seja, aplicando os respetivos algoritmos. Apenas mostravam mais familiaridade com a representação em fração. Após a experiência de ensino, estes alunos mostraram conhecimento das representações em fração, numeral decimal e percentagem e passaram a fazer conversões entre elas evidenciando compreensão concetual. O uso de modelos parece ter contribuído para o desenvolvimento das compreensões referidas.
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