Explorando a Questão Social "Fome": Uma Possibilidade para Aprendizagem de Frações no Ensino Fundamental

Abstract

This article addresses Transversality in Mathematics Education, specifically, from the perspective of 7th grade students learning about “Fractions”. The study seeks to explore the social issue of “Hunger” as a means of promoting the understanding of the meanings of fractions based on connections between mathematical knowledge and social reality. The objective of the research was to analyze the contributions of the approach of the social question "Hunger" in the learning of the students of the 7th year of Elementary School of the State School Santa Thereza - Tefé-(AM), regarding the object of knowledge "Fraction" . Qualitative in nature, the research was developed through action research. For the production of data, participant observation and a pedagogical workshop were used as techniques. As for the instruments, they were: field diary, pre-test and posttest. In the data analysis, the Content Analysis technique was used. The results obtained indicate that through the transversal approach with a focus on the social issue “Hunger”, the students were able to solve contextualized problems, even those that were not directly related to the social issue addressed. This shows that they have gained understanding and skills to apply the concepts studied in different situations. This pedagogical approach proved to be promising both in understanding the importance of fractions in the context of the social issue "Hunger" and in improving students' ability to solve problems related to this topic.