Mentalidade matemática de crescimento e aprendizagem sobre frações: estratégias de ensino nos anos iniciais do ensino fundamental

Abstract

This text discusses the development of a research, which was carried out in order to investigate whether the application of teaching strategies in learning about fractions, based on studies about the growth mindset, and on active methodologies, really have the potential to promote an evolution in the development of mathematical thinking. We sought to support the concepts of brain plasticity, fixed mindset, growth mindset, emphasizing error, trial and persistence as an important part of the learning process and overcoming challenges, using references such as authors Jo Boaler and Carol Dweck. In a recent international assessment of learning by the International Student Assessment Program (PISA, 2018), the data released showed Brazil in the worrying position 72nd and 74th in mathematics, showing how much we need to invest in the Education of our country, both in material resources, and in teacher training. It is at this point that this research proposed to contribute, constituting a support material, theoretical framework, and qualitative approach, so that teachers can come to know and/or deepen their studies on the importance of promoting the development of a mathematical mindset of growth in your students. And also use teaching strategies to provide meaningful and satisfactory learning. Given these objectives, throughout the application, the evolution of the students' cognitive and attitudinal aspects was noticed, observed through their explanations, presentations and arguments, demonstrating a gradual maturation. The research with a qualitative approach was applied in a school in the Municipal Network of Caxias do Sul, with a class of the fifth year of Elementary School, and had the objective of carrying out, in a practical way, with children of school age, strategies for teaching mathematics, resulting in the development of an educational product, which can serve as training and support material for teachers in the early years of elementary school. The procedure employed was one of pedagogical and empirical intervention, in which, with the teacher's intervention, practical mathematics activities were provided, so that the children could experience them. Data collection took place directly between the researcher and students. The researcher participated in the process, interacting with the subjects in a naturalistic context. The data analysis technique had a descriptive qualitative approach, in which the collected data were evaluated individually, and together, in order to identify which were the forms of thought employed by the subjects, and how they would collaborate for their maturation in relation to to the mathematical process. The research was organized in a didactic sequence, with eighteen meetings, which took place between the months of August and December 2021. In the development of this research, it was possible to notice an evolution in the mentality of the students, who started to believe more in their potential. This finding can be measured in some way, with the reapplication of the initial questionnaire at the end of the didactic sequence. The percentage of students who demonstrated a growth mindset rose from 64% in August to 85% at the end of the implementation of activities in December 2021. The results arising from the meetings elaborated within the research format will be presented, pointing to the trends promoted by the applied theories. These positive results contributed to the construction of the Didactic Guide, a document proposed at the beginning of the research. [resumo fornecido pelo autor]