Contribuições da sala de aula invertida para o estudo de frações

Abstract

This study aims to analyze the contribution of the Flipped Classroom (FC) at teaching and learning of the Fraction concept in a 6th grade class of the Elementary School. The research was realized in a private school placed in Juarez Távora Town, in the State of Paraíba, in which the Teacher is also the Researcher. The research has a qualitative slant, an approach which allows the researcher to understand the phenomenon in its totality, seeking significative compreehensions and interpretations of the studied object. It is also characterized as a pedagogical research, once, it is diretioned to the study of our own classroom; in other words, it treats of the teacher researching his/her own didatic-pedagogical practice besides to engage all the empirical observation process of the classroom and the reflection of the students. Data collection happened through questionaries with open and closed questions which were applied before and after the development of the Flipped Classroom (FC) methodology. By the mean of these questionaries, we sought to collect data about the acccess of the students to the technologies and their perceptions about the methodology approached. Moreover, we collected data trought the observation realized during the methodology application process, seeking to verify how the learning of the students developed about the Fraction concept. The criteria of the analysis were the comprehension of the concepts worked; and, the participation, the interaction, and the cooperation amongst the students during the development of the FC proposal. From our analysis, we have found that the methodology contributed in a positive way to the learning of the students in relation to the Fraction concept, as well as, we have noticed satisfatory changes in the behaviour of the students considerating the participation, the interaction, and the cooperation. In short, we emphasis that the utilization of the FC methodology can, yes, to contribute positively to the teaching and the learning of Fractions.