Banca de QUALIFICAÇÃO: PAULO ROBERTO NUNES PINTO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : PAULO ROBERTO NUNES PINTO
DATE: 22/06/2026
TIME: 15:00
LOCAL: Google meet
TITLE:

The Concept of Fractions in Basic Education:

Reflections on cognitive pathways from a didactic sequence.

KEY WORDS:

Metacognition; Fractions; Didactic Sequence; Meaningful Learning.

PAGES: 37
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Teorias da Instrução
SUMMARY:

This dissertation investigates how students construct cognitive strategies when solving mathematical problems involving the concept of fractions in Basic Education. The motivation stems from concerns arising from years of the researcher's teaching practice, particularly regarding the difficulties students face in understanding the concept of fractions and traditional pedagogical practices that emphasize the mechanical repetition of exercises. Therefore, it proposes reflecting on teaching possibilities that value student thinking, their problem-solving paths, and their ability to analyze their own learning process. The dissertation is based on an analysis of the official document, the BNCC (Brazilian National Curriculum Base), and a theoretical framework that articulates John H. Flavell's studies on metacognition, understood as the ability to "think about one's own thinking," with contributions from Lev Vygotsky on mediation, social interaction, and the Zone of Proximal Development, and from Cesar Coll on meaningful learning. Methodologically, the research is qualitative and will be conducted in a school setting, with first-year high school students as the subjects of the investigation. As an educational product, a didactic sequence composed of contextualized activities involving different meanings of fractions, such as part-whole, ratio, operator, measure, and quotient, is adopted. The activities were organized in the format of a pedagogical activity booklet, aiming to stimulate problem-solving, mathematical argumentation, and the explication of cognitive strategies used by students. Data collection will be carried out through written records produced by students during the activities, classroom observations, and semi-structured interviews. For data analysis, Content Analysis will be used, according to Minayo's assumptions, seeking to identify categories related to the planning, monitoring, and evaluation processes of the cognitive strategies developed by the participants. It is expected that the research results will contribute to broadening discussions on the teaching of fractions in Mathematics Education, highlighting the relevance of metacognition as a pedagogical possibility to promote more meaningful, reflective, and conscious learning.

COMMITTEE MEMBERS:
Presidente - 1506378 - LIGIA CRISTINA FERREIRA MACHADO
Interna - 1604226 - GISELA MARIA DA FONSECA PINTO
Interno - 1849562 - MARCIO DE ALBUQUERQUE VIANNA
Externo à Instituição - RAFAEL FILIPE NOVÔA VAZ - IFRJ