Didactic activity on addition and subtraction of fractions based on the Problem-Based Learning Methodology
In this article, a theoretical study concerning the difficulty in learning the topic of addition and subtraction of fractions was carried out. To achieve this, a review of Brazilian literature was executed. This review revealed the nonexistence of didactic activities regarding simultaneously the tea...
| Autores: | , |
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| Tipo de documento: | artigo |
| Estado: | Versão publicada |
| Data de publicação: | 2023 |
| País: | Brasil |
| Recursos: | Universidade Estadual de Montes Claros (UNIMONTES) |
| Repositório: | Educação Matemática Debate |
| Idioma: | português |
| OAI Identifier: | oai:ojs2.periodicos.unimontes.br:article/7377 |
| Acesso em linha: | https://www.periodicos.unimontes.br/index.php/emd/article/view/7377 |
| Access Level: | Acceso aberto |
| Palavra-chave: | Frações Equivalentes Adição e Subtração de Frações Aprendizagem Baseada em Problemas Raciocínio Lógico Equivalent Fractions Addition and Subtraction of Fractions Problem-Based Learning Logical Thinking Fracciones Equivalentes Adición y Sustracción de Fracciones Aprendizaje Basado en Problemas Razonamiento Lógico |
| Resumo: | In this article, a theoretical study concerning the difficulty in learning the topic of addition and subtraction of fractions was carried out. To achieve this, a review of Brazilian literature was executed. This review revealed the nonexistence of didactic activities regarding simultaneously the teaching of addition (subtraction) of fractions and the development of logical thinking, curiosity and the capacity to argue coherently. Henceforth, from this resulted an opportunity to produce a new activity, that could be promptly used by teachers of elementary school. To create this activity, a methodology which stimulates logical thinking and generates meaningful learning of contents was used, Problem-Based Learning (PBL). |
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