Contribuições da sequência Fedathi ao ensino de multiplicação e divisão de números fracionários do 7º ano do ensino fundamental

Abstract

Fractional rational numbers are present in the Common National Curriculum Base (BNCC) of Elementary School. The BNCC is a document that establishes the learning and development rights of students at each stage of basic education. The objective is to analyze the difficulties in the teaching-learning process of fractional rational numbers, focusing on multiplication and division operations in the 7th year of Elementary School. The study reflects in light of the BNCC skills (EF07MA11 and EF07MA12) and, centrally, based on the assumptions of the Fedathi Sequence (FS) methodology. Qualitative research explored how difficulties, frequently linked to mechanical and decontextualized teaching, can be overcome by the FS. A Didactic Session (DS) based on the principles and phases of the FS was developed and experienced with mathematics teachers who work in the 7th year of Elementary School and have knowledge about the FS. The data were analyzed, in turn, in light of the Fedathi Sequence as a Data Analysis Methodology (SFMAD), which structures the interpretation into four stages (Curatorship, Meticulousness, Presentation, and Interpretation), ensuring a rigorous and indepth analysis. The results demonstrated the transformative potential of the FS to promote more significant, engaging, and lasting learning of fractional rational numbers, combating the gaps in traditional teaching and contributing to students' mathematical proficiency. As an Educational Product, a didactic sequence on fractional rational numbers for the 7th year of Elementary School is presented. Thus, more than an academic work, this dissertation is considered an effort to contribute practical tools and a theoretical framework that can help teachers overcome challenges, awakening students' interest in learning mathematics.