Pensamento proporcional nos anos iniciais do ensino fundamental

Abstract

The purpose of this research was to introduce Proportional Thinking to students in the early years as part of their mathematical training and aimed to investigate the production of a set of tasks, theoretically referenced, for teaching themes about proportionality as part of the project educate them mathematically. The study is characterized as a qualitative research approach using bibliographical research in the search for the development of the educational product. The theoretical framework adopted in the study and production of the tasks was the Semantic Fields Model and aspects of Historical-Cultural Theory. As one of the results of the research, an educational product was produced characterized by a didactic sequence for application in Elementary School I classrooms.