This paper results from the analysis of the answers given to some activities by 30 teachers of
Elementary Scool who work in the Municipal Education System of Araguaína, Tocantins,
Brazil, teaching in the 4th and 5th grade, and who participated in na ingoingeducation training
course about fractions. Since authors such as Zabala, Oliveira, Borges Neto et al and others
indicate that the development of Didactic Sequences (DS) has proved to be helpful in the
process of teaching and learning mathematics, a Ds was developed with activities considering
history, equivalence, comparison, and meanings of fractions, as well as the characteristics of
the quantities and meanings of fractions, as well as the characteristics of the quantities and the
use of diferente semiotic representation records, impacted on the fraction knowledge of the
teachers participating in the course. This is a qualitative action research, developed in three
stages literature review, preparation and systematization of the DS, and analysis of the teachers’
answers. The results indicate that the DS development contributed to expand teachers’
knowledge on fraction and it has also instrumentalized them in their teaching action.
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