AS POTENCIALIDADES DOS MATERIAIS MANIPULÁVEIS NO ENSINO DE FRAÇÕES NOS ANOS INICIAIS DO ENSINO FUNDAMENTAL

Abstract

This research sought to understand how these teaching resources could enhance learning, helping to overcome common difficulties in the traditional approach to mathematics. The methodology adopted was qualitative, with the research conducted in a private school in the municipality of Naviraí/MS, with a 5th-grade class in elementary school. Data were collected through classroom observations, the development of tasks with manipulable materials (such as fraction discs and bars), and records of student performance and engagement during the process. The results obtained included an expansion of students' conceptual understanding of fractions, greater participation in classes, and the development of logical reasoning and autonomy.