“See here, 12 plus 12 is 24. The two parts will be 12”: what does the Pibidianos experience in a workshop on fractions in the 8th year ofmentary School reveal?

Authors

DOI:

https://doi.org/10.5902/2447115187633

Keywords:

Teaching Mathematics, Initial formation, Workshop on fractions, PIBID

Abstract

This article presents an experience report, which aims to socialize the process of construction and development of a workshop held in an 8th grade class of Elementary School. The intervention took place in a municipal school, located in the city of Amargosa-BA, carried out within the scope of the Institutional Program of Scholarships for Initiation to Teaching (PIBID), between the months of October and December 2023. Based on the request of the supervising teacher and the observations made in the field school, a workshop with the content of fractions was prepared, using manipulative material for its realization. As a result, it was observed that there was interest and participation of the students, the workshop was carried out as planned, and it was possible to observe learning from how the students developed the proposed activities.

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Author Biographies

Júlia Auany Andrade Silva, Universidade Federal do Recôncavo da Bahia [https://ror.org/057mvv518

Bachelor's degree in Mathematics at the Teacher Training Center of the Federal University of Recôncavo da Bahia (UFRB). Scholarship holder of the Institutional Program for Teaching Initiation Scholarships (PIBID), subproject Matemaática 2022-2024.

Hellen dos Santos Silva, Universidade Federal do Recôncavo da Bahia [https://ror.org/057mvv518

Bachelor's degree in Mathematics at the Teacher Training Center of the Federal University of Recôncavo da Bahia (UFRB). Scholarship holder of the Institutional Scientific Initiation Scholarship Program (PIBIC). Volunteer in the Institutional Scientific Initiation Scholarship Program (PIBID), Mathematics subproject 2022-2024.

Felipe Dias Santana, Universidade Federal do Recôncavo da Bahia

Bachelor's degree in Mathematics at the Teacher Training Center of the Federal University of Recôncavo da Bahia (UFRB). Scholarship holder of the Institutional Scientific Initiation Scholarship Program (PIBIC). Volunteer in the Institutional Scientific Initiation Scholarship Program (PIBID), subproject Matemaática 2022-2024.

Anna Thayrine Cardoso dos Santos, Universidade Federal do Recôncavo da Bahia

Bachelor's degree in Mathematics at the Teacher Training Center of the State University of Recôncavo da Bahia (UFRB). Scholarship holder of the Institutional Program for Teaching Initiation Scholarships (PIBID), Mathematics subproject 2022/2024.

Daiane Venâncio Bitencourt, Escola Municipal Almeida Sampaio, Amargosa, BA

Master in Mathematics Education (UESC). Mathematics Teacher at the Municipality of Amargosa - BA. Supervisor of the Institutional Program of Scholarships for Teaching Initiation (PIBID), Mathematics subproject 2022/2024.

Zulma Elizabete de Freitas Madruga, Universidade Federal do Recôncavo da Bahia

PhD in Science and Mathematics Education. Adjunct Professor of Mathematics Teaching at the Federal University of Recôncavo da Bahia (UFRB). Permanent professor of the Postgraduate Programs in Science and Mathematics Education (UESC) and Scientific Education and Teacher Training (UESB). Leader of the Study and Research Group on Trends in Mathematics Education and Culture (GEPTEMaC). Coordinator of the Institutional Program for Teaching Initiation Scholarships (PIBID), Mathematics subproject 2022/2024.

References

BRASIL. Base Nacional Comum Curricular. Brasília: Ministério da Educação, 2018.

BRASIL. Parâmetros Curriculares Nacionais, Brasília: Ministério da Educação, 1998.

FACCHI, M. G. A importância do uso de materiais manipuláveis no ensino de matemática. 2022. Trabalho de Conclusão de Curso (Licenciatura em Matemática) - Universidade Tecnológica Federal do Paraná, Pato Branco, 2022.

GIL, A. C. Métodos e técnicas de pesquisa social. 5.ed. São Paulo: Atlas, 1999. p. 100.

PASSOS, C. L. B. Materiais manipuláveis como recurso didático na formação de professores. In: LORENZATO, S. (ED) O laboratório de ensino de matemática na formação de professores. São Paulo: Autores Associados, p. 77-92, 2006.

SANTOS, J. S.; SILVA, J. L. S.; SANTOS JÚNIOR, F. C.; BULHÕES, N. A.; MADRUGA, Z. E. F. Uma proposta pedagógica com material dourado para o ensino de divisão. Revista Nova Paideia - Revista Interdisciplinar em Educação e Pesquisa, [S. l.], v. 6, n. 1, p. 194–206, 2024. Disponível em: https://ojs.novapaideia.org/index.php/RIEP/article/view/341. Acesso em: 21 abr. 2024. DOI: https://doi.org/10.36732/riep.v6i1.341

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Published

2025-05-20

How to Cite

Silva, J. A. A., Silva, H. dos S., Santana, F. D., Santos, A. T. C. dos, Bitencourt, D. V., & Madruga, Z. E. de F. (2025). “See here, 12 plus 12 is 24. The two parts will be 12”: what does the Pibidianos experience in a workshop on fractions in the 8th year ofmentary School reveal?. Experiência. Revista Científica De Extensão, 11, e87633. https://doi.org/10.5902/2447115187633

Issue

Vol. 11 (2025): Fluxo contínuo

Section

Experience Reports

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