Matemática e ludicidade: promovendo a aprendizagem de frações equivalentes no ensino fundamental

Abstract

The teaching of fractions, especially the concept of equivalent fractions, is one of the greatest challenges in Mathematics Education at the elementary school level. Recurring difficulties stem from traditional pedagogical practices based on mechanical memorization, the lack of contextualization, and the disconnect from students' experiences. From this perspective, this dissertation aimed to investigate how activities grounded in playfulness can promote meaningful learning of equivalent fractions in 6th-grade classes. The research was conducted at São José Municipal Elementary School, located in the municipality of Bom Princípio, RS, involving two classes (61 and 62) over 21 sessions, during which a structured didactic sequence was implemented based on the theoretical frameworks of Ausubel and Vygotsky. The proposal integrated manipulable materials, educational games, artistic activities, problem-solving situations, and collaborative tasks. The results revealed advances in students' conceptual understanding, evidenced by improvements in assessments, active participation, engagement in activities, and increased intellectual autonomy. The use of playfulness made the learning process more dynamic and motivating,fostering the construction of understanding throughout the study of fractions. It is concluded that the application of active methodologies, such as the creation of problem-solving situations and their presentations, constitutes a powerful alternative for the teaching of Mathematics, especially when aligned with principles that seek meaningful learning. [resumo fornecido pelo autor]