Uma produção de significados em matemática a partir da criação de objetos de aprendizagem com o uso do software Scratch

Abstract

This work presents a qualitative approach and was developed through a pedagogical intervention carried out in a 6th-grade class of Elementary School II at a school in the State Education Network of Jataí. We used, as a theoretical and methodological framework, the Semantic Fields Model (MCS), present where there is interaction among people in a process of knowledge and meaning production. The main objective of the work is to analyze the mathematical meanings produced by students in the construction of learning objects using the Scratch programming environment, and it has as a guiding question: What meanings can arise through the construction of learning objects through Scratch for the teaching of fractions? In seeking to answer the question that guided this work, we sought and studied: Learning Objects (LO), emphasizing Authoring Tools; Creative learning using the Scratch software and the dialogue present in the MCS. During the planning of the task sequence, we created and applied tasks based on the MCS, using digital technology, Information and Communication Technology (ICT). In this sense, we sought to use the computer as a mediator in the teaching process, seeking new opportunities for reading the production of meanings. To collect data, we used instruments such as questionnaire, task list, audio and video recording, logbook, and constructions made in the Scratch software with the aim of making a positive reading of the students' enunciative actions. Throughout the application, we sought to identify the difficulties presented by the students and verify the evidence of the research's contribution to the development of meanings produced by students in the communicative space. As a result of this work, the product entitled "A proposal of tasks for teaching fractions using Scratch and the Semantic Fields Model" was created. We believe that the production of meanings in Mathematics is of great importance for the development of our students. In this sense, we found support in the MCS to read the students; meaning productions and understand the direction of their speech during the development of their activities. Discovering the meanings produced by students gives the teacher the chance to find out where the student (cognitive being) is, bringing the opportunity for interaction promoted by dialogues in a communicative space, in which the teacher can interact and enable students to speak in the same direction, as every teacher should be, as described by Lins as "a reader of difference."