Pensamento proporcional na matemática escolar: o ensino da noção de grandezas diretamente e inversamente proporcionais

Abstract

This research aimed to investigate the development of a set of tasks, based on the theoretical and methodological framework of the Semantic Fields Model (SFM), for teaching the notion of directly and inversely proportional quantities in elementary school. The investigation was part of the research project entitled School Mathematics Education in the 21st Century: the education of basic education students and teachers, particularly as part of the study on the development of proportional reasoning within the proposal of mathematically educating an elementary school student. The research had a qualitative approach, characterized as field research, conducted in a regular mathematics classroom in the final years of elementary education at a private school in the city of Juiz de Fora. As part of the investigation project, an educational product was developed, consisting of a set of tasks designed for the mathematics classroom.