We present in this study, which presents as a basis, the results of research in the area of Mathematical Education on teaching and learning the concept of fraction. This concept is part of many everyday situations, and shows content that is difficult to assimilate for both teachers and students. From the observation of the difficulties faced by students recently inserted in the academic life, as well as the different meanings of the fractions, there was a need for this research. Therefore, the general objective of this paper is to answer the research question: “What knowledge do students entering the undergraduate mathematics course at the Federal University of Tocantins (UFT) Araguaína campus, mobilize themselves to solve fraction problems? Considering its five meanings - part-whole, number, measure, quotient and multiplicative operator - based on the works of Merlini (2005) and Barros (2018). To collect the necessary data for qualitative analysis of this research, we developed a didactic sequence with five activities, organized into tasks related to fractional meanings and applicable to 29 students from the first period 2019/01 of the undergraduate mathematics course (UFT). From this analysis, it was concluded that the participants 'knowledge regarding the concept of fraction is not comprehensive in relation to the five meanings analyzed and that there is no uniformity in the participants' strategies for solving the issues within the same context. Another point noted is the recurring use of the simple three-rule and the Part-Whole meaning as a resolution strategy present in all activities.
|
