O Uso de Tecnologias Digitais no Ensino de Frações: Possibilidade em Uma Escola Pública no Município de Tefé

Abstract

Digital technologies are immersed in people's daily lives, however, their presence in the educational scenario still does not reach the same extent. Specifically, students' understanding of fractions can prove to be a complex challenge, potentially fueling a detachment from mathematics. To counteract this situation, it is crucial to incorporate digital technologies into classrooms, playing a facilitating role in the construction of knowledge. The present study proposes an investigation into the effects of using digital technologies, notably quizzes and digital games, in the process of learning fractions, focusing on a group of Youth and Adult Education (EJA) modality. Within the scope of this research, a qualitative approach was adopted, conducted at the State School Professor Helion de Oliveira, located in Tefé, Amazonas. The selected class corresponded to the 7th stage of the EJA program. The study consisted of four distinct phases, covering teaching sessions and the implementation of quizzes and digital games made by the researcher, with the aim of positively impacting the understanding of fractions. The research used observation and application of questionnaires as tools and techniques, and data analysis was performed through triangulation. The results show that the integration of technologies in the classroom should be maximized, as it tends to motivate and encourage student participation in the proposed activities, thus contributing to a better understanding of fractions.