La noción de equipartición a través de objetos musicales

Abstract

The research that is presented below has its interest in the analysis of the construction of the notion of fraction equipartition in elementary students, through musical objects, the above because the methods currently used for teaching of this characteristic of the fractions, do not offer the students a mechanism to verify the existence or not of the equity of the parts. In this way, it hypothesizes that the links between mathematics and music can be constituted in a different scenario to traditional, so that students through experiences and representations can build a notion of equipartition. For this, in this research it is intended to involve the students a real interdisciplinary world that is concretized in a design of a proposal of intervention in the classroom. With the purpose of providing the students with different tools to identify the consequences of not fulfilling the equipartition in the relations of the musical objects with the fractions. All this from the use of concrete material, teaching guides for the teacher and the students, in harmony with the use of a computer environment of multimedia design, in order to favor the interaction with different dynamic situations of representation. The activities were designed from a perspective of semiotic representations, giving relevance to the analysis of the visual, body and auditory perceptions offered by the teaching of mathematical-musical objects.