Kit didático pedagógico “fração fácil” como facilitador e motivador da aprendizagem no ensino da matemática

Abstract

The research aims to develop and evaluate the effectiveness of didactic teaching kit "Fraction Easy" and their contributions in teaching mathematics as motivated and supportive learning fraction. Analyzing student learning from a public school Andirá-PR. The research, a qualitative approach, students investigated a support room to grade 6 th year this city. To collect data, we used questionnaires, which were administered before and after the application kit, containing also a matter of satisfaction. He also had direct observation of the process of implementation of instructional kit that served as supplementary data. Furthermore we analyzed the effectiveness of the methods used, since the explanatory methods to the manuals, and seen if these serve as a learning strategy and assistance to teachers and students in the teaching of mathematics in teaching but specific fraction in its nomenclature, representation and basic operations of addition. The kit sought a meaningful learning, based on the Theory of Meaningful Learning of Ausubel, where it was used to demonstrate multimodes representation content of fractional numbers. The kit consists of explanatory frameworks, and demonstrative teaching a game. Through the methodological strategy adopted and the results obtained from the use of playful and tables that make up the educational kit "Fraction Easy", the reader will notice that it is effective in teaching the content in question and providing a learning significant, and create an environment of relaxation and motivation among students.