Avaliação de sequência didática para o ensino de fração a partir do desenvolvimento de materiais autorais digitais educacionais

Abstract

The various forms of presentation, as well as the distance between school and everyday life, are the greatest difficulties related to teaching, learning, and assessing fraction content. Living in a technological world, in which the student generation belongs to cyberculture, there is a plausible justification for the research. The objective is to evaluate how the application of a didactic sequence proposal, based on the theoretical assumptions of constructionism and technodocence for the development of Digital Educational Authorial Materials (MADEs), influences the learning process of fraction concepts and procedures. It is classified as qualitative, exploratory, and interventionist, based on the methodological proposal of DesignBased Research (DBR). The research was conducted with 22 eighth-grade students enrolled in a public school in Fortaleza, in the afternoon shift. The research is designed in six stages based on the DBR proposal, entitled: focus, understand, design, apply, evaluate, and redesign. The first three stages are intended for the study of the theoretical basis and the composition of the didactic sequence (DS). The fourth stage is for data collection, using six instruments, including: the initial questionnaire, the observation report, and the final questionnaire. In the fifth stage, data analysis is carried out in an interpretive manner, based on descriptive statistics and adaptation of discursive textual analysis, through the analysis of the quality of the DS, the description of the students' profile, and the analysis of learning outcomes. In the sixth stage, modifications to the DS are proposed through redesigns based on the results of the previous stages. The SD brought favorable contributions, putting most students in the learning process, showing that they had more difficulty identifying fractions than defining them, in addition to better understanding the procedures for calculating fractions with equal denominators. With the redesign of the SD, the intention is to reapply it in different research contexts.