A construção do pensamento proporcional: uma proposta para o oitavo ano do Ensino Fundamental

This paper presents the results of a study aimed at analyzing the development of proportional thinking among eighth-grade elementary school students. It is part of a master’s dissertation structured according to the methodological approach of Design-Based Research, which comprises four stages: (a) analysis and reflection on the educational problem; (b) design of a pedagogical artifact based on a guiding theory; (c) pedagogical intervention; and (d) analysis and reflection on the entire process. Data were collected through students’ written records and audio recordings. The results of the pedagogical activities were analyzed according to the categories proposed by Burgos et al. (2020), namely: informal-qualitative, arithmetic, algebraic, and geometric approaches. The analysis suggests that, in addition to consolidating their understanding of proportionality, students also developed communication and collaboration skills.