Resumen

AKAMINE, Caio Shindi  y  PROENCA, Marcelo Carlos de. Teaching-learning Addition of Fractions Via Problem Solving. Rev. Fac. Cienc. Tecnol. [online]. 2022, n.52, pp.303-322.  Epub 31-Ene-2023. ISSN 0121-3814.  https://doi.org/10.17227/ted.num52-15590.

The objective of this educational case study was to understand the contribution of teaching the addition of fractions via problem-solving to student learning. The participants were 10 Brazilian students from a sixth-grade class in a public school located in a city in the interior of the state of Paraná. We developed a teaching proposal based on the Mathematics Teaching-Learning via ProblemSolving approach (mtlvps), structured in five teaching actions, whose lessons we implemented through Google Meet. The qualitative and interpretative nature of the data was based on the students’ resolutions of a mathematical situation (a possible problem), notes, and audio recordings through Google Meet. The results showed that the students used a single strategy to solve the problem. However, the two ways of executing this strategy were incorrect, as they corresponded to adding the different denominators of the two fractions. During the last three actions of the mtlvps, we verified that the students participated in the classes, being this participation smaller in the action of discussing the strategies. In conclusion, we can point out that the mtlvps that underpinned our classroom practice contributed to the students’ understanding and ability to develop learning about the algorithm of the fraction addition operation.

Palabras clave : mathematics teaching; problem solving; fractions; rlementary school.

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