A FRAÇÃO NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL: UM ENFOQUE NAS PESQUISAS COM CRIANÇAS

Abstract

This article aims to analyze the scientific productions about fractions with children in the early years of elementary school, in view of their objectives, methodologies and inferences. To this end, we analyzed 14 productions that have children from the early years of elementary school as subjects, from five databases (Biblioteca Digital Brasileira de Teses e Dissertações; Catálogo de Teses e Dissertações da Capes, Encontro Nacional de Educação Matemática, Scientific Electronic Library Online, Portal de Periódicos da Capes). The analysis was carried out in two moments, general and specific questions, the last of which was based on guiding questions. Through investigation, we found that the research is centered in the Southeast, are dissertations and have the largest number of publications in 2019. As for the research objectives, the studies are linked to conceptual issues or to the application of specific methodologies. With regard to teaching methodologies, games and tasks (exercises and tests) present the research options most used in studies. As for research methodologies, structures that approach teaching sequences come into evidence. Still, with regard to inferences, we realize that those that involve more specific conceptual issues of the fraction translate more particular advances than those that are more general. Finally, we consider that this study shows possibilities for new research that can problematize the fraction in the early years of elementary school.