Comparison of fractions with 4th and 5th grade students

an approach through Problem Solving

Abstract

This article presents a teaching practice developed in a multigrade 4th and 5th grade elementary school classroom, with the aim of investigating how the Teaching-Learning-Assessment Methodology of Mathematics through Problem Solving can contribute to understanding the concept of fractions and the comparison between fractions. This qualitative research is characterized as a pedagogical intervention and was conducted by a substitute teacher, starting from the guiding question “What is ¼?”. The adopted methodology enabled students to engage in a continuous investigative process through individual discussions, small group work, and whole-class plenary sessions, mediated by the teacher. The analysis revealed weaknesses in the initial understanding of the concept of fractions, which was often limited to the memorization of procedures. However, as students actively participated in the collective construction of knowledge, the development of argumentation, active listening, and the ability to establish conceptual connections was observed. The practice showed that using the methodology in cycles fosters relational learning and contributes to the development of more autonomous and critical students.