Scape Book de Frações: possibilidades e desafios do seu uso em uma turma do 6º ano do Ensino Fundamental.

Abstract

This qualitative research is defined as an action research and its question is “What are the possibilities and challenges of using the Fractions Scape Book in a 6th grade group in Elementary School?”. To answer to this, the objective of the research was to analyze, based on the students' productions, how the Fractions Scape Book contributed to the understanding of the concept of fractions. The research subjects are students from the 6th grade group in Elementary School from a private school in Pelotas, RS. The text goes through a discussion about game theory in which Huizinga (2019) was used as the main reference. In addition, studies in the field of Neuroscience applied to Mathematics Education are discussed. We find in Boaler (2018; 2019; 2020) important considerations that were fundamental for the construction of the proposed Scape Book, which has three general ideas: the concepts of Fixed Mindset and Growth Mindset, the importance of mistakes and a Multidimensional approach. For the production and collection of data, the Scape Book was fully applied to the 20 students in the class during 12 meetings, between February and March of this year. The finalization was made from the production of the Paper Diamond in a single meeting in April. Thus, the research data are the records made in each student's own Scape Book, in addition to the researcher's Field Diary. The data analysis was performed using Content Analysis, considering the steps described by Bardin (2016). The question on page nine of the Scape Book was analyzed in comparison with each student's Paper Diamond, resulting in three categories of analysis: Classroom, Home and Food. As a result of the research we can mainly see the significant progress of students in different ways of representing the same problem.