Metodologia inovadora no ensino de frações revisão bibliografica

Abstract

This paper investigates innovative methodologies for teaching fractions in Brazilian elementary and middle school education and explores pedagogical strategies to overcome the challenges of teaching this subject. The study is based on a literature review to understand innovative methodologies for teaching fractions to improve the understanding and application of fractions. The methodology included a qualitative analysis of case studies and a literature review, focusing on results from empirical research and innovative pedagogical practices. The main findings highlighted that alternative teaching methods, which integrate playful and contextualized practices, have the potential to significantly improve the understanding and application of fractions among students. It was identified that the abstraction of fraction concepts, the difficulty in visualizing and manipulating non-integer numbers, as well as the excessive emphasis on traditional teaching methods contribute significantly to students' difficulties. To address these challenges, strategies such as the use of educational games, solving everyday problems involving fractions, and the manipulation of concrete materials were explored. It is concluded that pedagogical approaches that emphasize practical application, manipulation of concrete materials, and contextualized problem-solving are essential to promote effective learning of fractions. It is recommended that further research and the development of educational practices that meet the diverse learning needs of students be carried out, aiming to strengthen their essential mathematical skills