Sequência didática com números inteiros: construção de significados em sala de aula

Abstract

This study aims to propose a teaching sequence that addresses whole numbers in a 7th grade elementary school class, taking into account their importance and how to apply them so that they can build meanings in the classroom. Therefore, it is necessary to think of methodological proposals that can fill the gaps left by traditional teaching, so that teaching brings about the construction of meanings in the classroom. The teaching activities were proposed based on the official documents, the National Common Curricular Base and the Rio Grande do Norte Curricular Document. The teaching sequence was developed with a composition of five activities, planned to be carried out over six classes, corresponding to the weekly workload of mathematics. The analysis of the teaching activities was conducted considering the applicability of whole numbers in the process of construction of meanings, addressing their use as a representation of quantities, measurements and data in different contexts. Didactic Activity 1 – Mind Map to Present the Concept of Whole Numbers, aimed to conduct an individual survey on where positive and negative numbers are found in everyday life, bringing excerpts and building a mind map on the definition of whole numbers. Didactic Activity 2 – Exploring the Number Line aimed to promote a practical and conceptual introduction to the number line of whole numbers, exploring concepts of symmetrical, opposite and modulus numbers, through a playful approach, involving physical movement and ending in formalization and written practice. Didactic Activity 3 – Comparing Whole Numbers was planned to work on the concept of comparing whole numbers through a practical approach through a game, allowing students to understand the rules of comparison while exercising these skills in a playful way. Didactic Activity 4 – Grocery Store and Operations with Whole Numbers was designed to explore, in a practical and collaborative way, the use of operations with whole numbers in everyday situations, such as shopping and debts. Therefore, it is believed that the proposals developed will be able to help teachers in approaching whole numbers, promoting more dynamic and meaningful learning throughout the school year