O ensino de frações por meio de jogos: uma investigação no contexto escolar

Abstract

During elementary school, fractions are widely discussed in various moments of elementary education. However, many students have difficulties in assimilating this object of knowledge. Therefore, this research adopts two forms of working with fractions: the traditional methodology and the use of games. Our objective is to understand the impact of using games in teaching fraction addition and subtraction operations, as well as investigating when using the fraction domino game is most effective during the teaching of this object of knowledge. The theoretical framework of this research is based on the thoughts of Fonseca and Santos (2019), who reflect on the difficulties of teaching and learning fractions. Additionally, Araújo, Figueiredo, and Moura (2018) indicate the importance of introducing games when working with fractions in the classroom, among other authors who contributed to this research. The study assumes qualitative research assumptions, with an exploratory approach for our objectives. The research participants were students from two 8th-grade classes in a public school in the city of Tefé-AM. First, a diagnostic evaluation was used with the classes. As a teaching methodology, we chose to work with the object of knowledge of fraction addition and subtraction with equal and different denominators, as well as the application of games at different moments. The technical procedures used for data collection were classroom observation and tests. Based on the results, we concluded that working with fraction games provides more engagement with the object of knowledge. Additionally, the research participants had greater interaction, both between students and between students and the teacher. Finally, we hope that this research can influence educators to use games more in their classes.