Ensino de divisão de números naturais por meio de uma estratégia metodológica dos povos chineses: uma proposta para o ensino fundamental

Abstract

Basic mathematical operations have been present in people's lives since the beginning of civilization, and have been passed down from generation to generation, and each one tries to teach in the best way or how they learned, whether using small balls, memorizing the multiplication table, or even using an unconventional, unusual method. Despite having passed two years of the COVID-19 pandemic, there are still marks on student learning. Important content, such as performing multiplication or division, became more challenging for teachers, remotely, thus compromising students' learning in these operations, which are extremely important for later studies. Based on this problem, this investigation aimed to analyze the application of the Chinese division method in the classroom and its contributions to the learning process of basic mathematical operations in Elementary School, using a qualitative approach with the aid of a quantitative approach. The proposal was carried out in a school in the municipal education network of Paço do Lumiar – MA with students in the 8th year of Elementary School. Two assessments were applied to collect data and a statistical analysis of the results of each of them were carried out. During the application of the proposal, the students were able to learn content that, until then, they had not learned and it was found that they were able to understand the division method, as well as its applicability, making it easier to carry out the operations. The analyzed results confirm that the studied method is valid as methodologies for teaching mathematical operations.