Um desafio no aprendizado da matemática do ensino médio: soma de números fracionários

Abstract

The present article brings the proposal of verification of the conjuncture of the teaching of Mathematics starting from the use of the operation of the sum of fractions. In these terms, this article has for objective to discuss the results of a research that it evaluated the difficulties, in the process of development of the mathematical learning of the sum of fractional numbers in the medium teaching. The research is leaning in the following authors: Brasília (2006), Carvalho (2009), Cury (2007), Haydt (2006), Pinto (2000), among others. For obtaining of information, the research of field of the quantitative-descriptive type was used, for the studies of verification of hypotheses. It was also used the observation techniques, questionnaires and glimpsed semi-structured. Because, through the same ones it was possible to identify the percentile of students with difficulties in the operation of sum of fractions; analyzing the mistakes regarding the lifted up problem and verifying the use of the "algebraic sum" as alternative method to add fractions. The research has as sample thirty students, being those of the 1st to the 3rd year and three teachers of the medium teaching in a school of the state net, located in the city of Parintins/AM. In that context, the data appear for a percentile one high of students that ignore the methods for sum of fractions with different denominators, but starting from the method of "algebraic sum" it is possible to revert that problem. In that way we understood the importance of the study of the sum fractions for the learning of the contents of the mathematics of the medium teaching, because the same ones can contribute in the students' school and social aspect.