The present work was carried out in the field of bibliographic research, aiming to elaborate and
propose a didactic sequence for the teaching of fractions, taking into account the different
meanings and characteristics of the quantity, in order to improve students' learning regarding
content of fractions, seeking to understand the different meanings of fractions, to collaborate
with the teaching and learning process of mathematics and to encourage mathematics teachers
to seek new methods to teach this discipline in basic education. In order to do so, we divided
the work into two stages: the first one consists of the theoretical survey that enabled us to better
understand the concept of fractions and to raise the theoretical reference that deals with didactic
sequence, which enabled us to elaborate the didactic sequence; in the second stage, we elaborate
the didactic sequence. Finally, as a result of this study, we noticed that the use of the didactic
sequence as a methodological tool allows a more meaningful learning.
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