DIFICULDADES NO ENSINO DE FRAÇÕES: Vivências de uma professora em formação durante o estágio Supervisionado

Abstract

This study addresses the difficulties sixth-grade students face in learning fractions, as observed firsthand during a student teacher’s supervised practicum at a public school in the municipal school system. The objective was to understand these difficulties and explore ways to teach the material in a manner more closely aligned with the students’ reality. This qualitative study was conducted as an experiential report, based on classroom observations and activities carried out during the practicum period. It was found that many students struggled even to read a fraction correctly, without understanding what each part represented, and were unable to relate the content to everyday situations. When lessons began to use more concrete examples, such as dividing food and shopping scenarios, the class became more interested and engaged. In the end, it became clear that teaching fractions goes beyond writing formulas on the board, and that the supervised practicum was essential for realizing this in practice, contributing significantly to my training as a teacher.