Frações musicais: um estudo exploratório com normalistas

Abstract

The objective of this work was to investigate the relationships between musical rhythmic division and addition of fractions, subtraction of fractions, multiplication of fractions and division of fractions, with activities that relate mathematical and musical concepts, with students from the normal course of a first and second class. Year of the State Institute of Education Assis Brasil, located in the city of Pelotas. To support the relationship we propose in our work, we seek concepts of Analogical Thinking in Abdounur (2006). The research question is the following: How does a group of students from the Normal Course of the Instituto Estadual de Educação Assis Brasil, located in the city of Pelotas, express their understanding about the use of musical rhythmic division in the teaching of fractions? The activities developed in the workshops were the application of theoretical exercises involving the Mathematics/Music relationship, exploring operations with rational numbers, musical symbology and their respective duration values, binary, ternary, and quaternary musical time signatures and musical time signatures. The minister brought instrumental music – played on the trombone – in almost all the workshops. The workshop in which this did not occur, carried out in an expositive way, showed low enthusiasm and little assimilation of the mathematical knowledge worked. This proves what Abdounur, in his theory, as the triggering potential of music provides, in addition to motivation, fertile ground for the student's different skills. The workshops made it possible to discover that the relationships between the mathematical concepts and musical concepts addressed favor the learning of concepts of operations involving rational numbers, and that it is possible to work with such concepts in the teaching of operations with fractions. We noticed approval of this didactic proposal in all the students who participated in the workshop, and among all the positive factors provided by the Music/Mathematics relationship, motivation was the determining factor for the success of the workshops.