O uso do jogo matemático: A quina das representações fracionárias na formação de professores

Abstract

The difficulties faced in the teaching and learning process of rational numbers, especially in fractional form, were the main factors that influenced the decision to choose this topic. Within this perspective, and aiming to contribute to the teaching of this mathematical object and to the improvement of teaching practice, we developed an innovative game aimed at anyone interested in learning or already possessing knowledge about the concept of fraction. This study focuses on identifying the difficulties encountered in teaching this topic and the approaches adopted. To do this, we delve into the understanding of epistemological and didactic obstacles, semiotic representations, fraction teaching, and the use of games as an educational tool. Based on theoretical foundations, we conducted a training activity with Mathematics teachers and implemented the game "Quina das Representações Fracionárias" (Fraction Representations Quina). This work is qualitative in nature and is a field research with a case analysis. Data collection occurred through interviews and a training session with Mathematics teachers, who teach or have taught in the Lower Secondary School level, from a specific school institution located in the hinterland region of Paraíba (PB), Brazil. The analysis revealed that interactive training promoted a deeper and more conceptual understanding of the theory, while the game demonstrated potential to arouse the interest and curiosity of the participants. This contributes to an educational approach that aims to overcome common epistemological challenges in fraction teaching, allowing the exploration of various representations of this mathematical object. We aim to contribute to teacher training and overcoming difficulties in the teaching and learning process of the fraction concept.