O sentido das regras no ensino de frações

Abstract

The research aimed to discuss how teachers apply mathematical rules to the concept of fraction, based principally on wittgensteinian concepts, to follow rules, focusing on operations of addition, subtraction, multiplication and division of fractions. According to Wittgenstein's Philosophy of Language, following rules is a praxis, what constitutes the rule is its collective use, constant practice. The methodology had a qualitative approach, from the data collection through a questionnaire, as well as support in bibliographic data. Research in mathematics education, as we will see, points out that students have many difficulties in dealing with both the concept of fraction as well as with operations involving this concept, as well as that their teaching is geared to the mechanized use of rules. As the mathematical language is governed by rules, it is possible for a teacher to teach them, not through doubts, but through certainties. (WITTGENSTEIN, 1996). The research showed that the participating teachers, who teach mathematics in the early years, have doubts about the application of mathematical rules, such as the rules involving the operations with fractions, as well as conceptual errors that can corroborate for teaching with deficits in the basic education.