Ensino de frações com jogos: abordagem lúdica para superar dificuldades

Abstract

This study investigated the main difficulties in adding and subtracting fractions with equal and different denominators, among students at a public school in Tefé, Amazonas. The general objective was to propose a game as a teaching strategy, aiming to contribute to improving mathematical understanding and student performance in these specific concepts. The research adopts a qualitative approach, seeking to understand the difficulties encountered by students, through classroom observations, analysis of school work and tests. It also included participant observation in classes, in addition to the use of a field diary, open questionnaire and audio recordings as data collection instruments. Content analysis was used to analyze the data, as it aims to identify patterns in qualitative data, which helped to better understand students' difficulties with fractions and to develop educational strategies, such as educational games. It is expected that this study will provide new insights into the understanding and knowledge of the main difficulties encountered by students regarding addition and subtraction of fractions, and thus, can motivate educators in new pedagogical practices to contribute to improving the mathematical learning process.