O uso do software GeoGebra na aplicação de uma sequência didática para potencializar o ensino de frações

Abstract

The results of the Basic Education Assessment System (SAEB) for 2021 reveal a learning gap in the mathematics curriculum component. In seeking to understand the difficulties faced by students when solving operations with fractions and the impacts caused by the remote teaching model (caused by the COVID-19 pandemic) on the teaching and learning process of mathematics, the research problem focuses on identifying the contributions of GeoGebra software to this process. Thus, this work addresses the teaching of mathematics in basic education using educational technologies as pedagogical resources. In addition, the work aims to verify the performance of students in solving problems involving operations with fractions through the use of GeoGebra software. To this end, it is necessary to use methodologies supported by technological resources, combined with combating the difficulties faced by students. The research methodology used was Didactic Engineering, as this type of methodology assists in both the planning and execution of the research. Furthermore, themethodology is based on a semi-qualitative approach.The research subjects are students in an 8th grade class at a municipal school in Fortaleza, CE. Data were collected in three stages: an initial questionnaire (pre-test) to identify students' prior knowledge, the application of a teaching sequence, and a final questionnaire (post-test). To facilitate the analysis of the results, the data were organized into forms on a Google platform, Google Forms. During the application of the teaching sequence, the students interacted with each other and with the software, contributing to the learning of their peers. Consequently, it was found that the GeoGebra software contributes to overcoming the difficulties faced by students. Through the interactive activities carried out on the platform, it enhances the understanding of fractions and promotes more meaningful learning for students. In addition, it is expected that the educational product developed will contribute significantly to the teaching of mathematics in basic education, offering possibilities for improving educational practices.