O ensino de frações para crianças em situação de vulnerabilidade

Abstract

This work sought to answer the question of research What contributions do the use of Scratch in teaching and learning fractions in a group of children and young people living in a shelter? The subjects of the research were students of the Municipal Basic Education residents in a House of Acolhida in Pelotas, RS. This institution maintained by the Municipal Government of Pelotas and administered by the Department of Social Assistance houses children and young people in situations of social vulnerability, which is characterized by factors that prove the loss of family ties. The research was qualitative, of the research-action type. Six weekly meetings were held in which the children and youngsters worked on the Fractions content guided by the researcher, using a computer science laboratory at the university. The researcher elaborated, applied and analyzed in these meetings a didactic sequence in the learning of fractions with the use of the Scratch software. For the collection of data interviews, observations and recording of the activities in videos were used. The research identified the residents' conceptions of mathematics and the concept of fractions. The results highlight the negative implications of family disintegration on resident learning, as well as the influence of traditional methods in the teaching and learning of Mathematics, pointing to the contributions of technologies and didactic resources, as manipulable materials, in the direction of Technologies.