Appropriation of the Division Concept by Means of Pedagogic Intervention with Active Methodologies

Abstract In this study, we present the data referring to a research aimed at verifying the students' progress in understanding division after going through an intervention, compared to students that did not go through this intervention. Also: we observe the occurrence of a relation-link between the comprehension progress, and the intervention carried out, with students in the 4th grade of elementary education, in the solution of a problem situation involving the division concept. After a pre-test, twelve (12) students were divided into two groups; the experimental group (GE) received a pedagogic intervention with active methodologies: games, challenges and problem situations. We had thirteen two-hour weekly meetings during the research. In the pre-test, both groups presented the same level of understanding of the division process. After the intervention, the experimental group participants made expressive progress in the division sums. The experimental group students overcame their initial difficulties, a fact which was not observed in the control group participants.