A ADIÇÃO E SUBTRAÇÃO DE FRAÇÕES COM DENOMINADORES DIFERENTES COM O USO DO CONCEITO DE FRAÇÕES EQUIVALENTES

Abstract

All Research is initially driven by a questioning, in which case the question was: How do we learn to add and subtract fractions with different denominators using fractional equivalence? In this way, this text tries to report the results obtained, in front of this question. The research was carried out in a public school in the city of Morrinhos, with children from a fourth grade class. Observations, photos, and recordings were used in the researcher's field diary, so that the students could understand the results. The study of fractions was always considered as difficult content in the first years of school, in this way a didactic approach was looked for other than that traditionally used for the teaching of operations with fractions, in this case addition and subtraction. He chose to work with manipulative material, called a "fractions rule", in the intention that with the use of concrete material the learning could be more meaningful for the child. This colorful and easy-to-use material uses fractional equivalence to work with operations. So the use of algorithms and techniques such as the least common multiple can be taught later, when the child has already observed the concrete, and may have A better abstraction. Choosing to teach through a concrete material demands from the teacher a

pedagogical reflection between theory and practice, as well as the children's pre- disposition to accept the invitation to research through it. It is considered that both

researcher and student engaged in research creatively giving the best of themselves, producing results favorable to the use of the material manipulable in the classroom in this chosen context.