Ordering fractions from the concrete to the abstract: possibilities for the training of teachers
Keywords:
Fraction Bars, Teaching-Learning-Evaluation Method Through Problem-Solving in Mathematics, Concrete Material, Higher Education, Mathematics TeachingAbstract
This work presents a teaching practice with Mathematics Education undergraduate students, using manipulable materials, to explore the process of ordering fractions. The activity was carried out using the Teaching-Learning-Evaluation method in Mathematics through problem-solving, aiming at approaching a new perspective for the teaching of fractions using Fraction bars. The analysis of the written records showed the difficulties the undergraduate students had when using manipulable materials as a didactic tool, since they focused more on the answers than on the exploration process. Furthermore, the importance of conversions and treatments between different registers of semiotic representation in the construction of mathematical knowledge became clear. The results indicate that mediation is crucial to stimulate the use and reflections about manipulable materials as a teaching resource. Finally, this study highlights the potential of such materials in the understanding of abstract concepts, suggesting strategies to enhance their use in Mathematics Education.
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Copyright (c) 2025 Elisandra Bar de Figueiredo, Débora Eloísa Nass Kieckhoefel, Juliana Elisa Hänsch
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