This dissertation results from the analysis of questions involving fraction that are present in
tests of the Evaluation System of the State of Tocantins – SAETO. Authors such as Luckesi,
Gatti, Sousa, Hoffmann, among others, have shown concerns about the evaluation process,
since the act of evaluating is not a simple task, and it will only make sense if its purpose is
based on the construction of knowledge and on the diagnosis, rather than merely on
classificatory features. For this research, seventy Mathematics questions were mapped that
deal with the fraction content in the period from 2011 to 2018, among them, we highlight that
(twenty-five are from the 5th grade, thirty-six are from the 9th grade of Elementary Education
and, nine questions proposals for the senior year of High School), of these, we announce that
sixteen questions were analyzed in this work. It is noteworthy that the fraction content has
been present in the school curriculum since the early years of Elementary School; integrates
large-scale assessments of Union, State and Municipality assessment systems; and has been
the subject of research in stricto sensu programs. The research aimed to analyze aspects of the
content of fraction present in SAETO tests of 5th and 9th grades of Elementary School and
the 3rd grade of High School, in the period from 2011 to 2018. This is a qualitative study,
anchored in bibliographic and documentary research. The analysis was inspired by the theory
of semiotic representation records from Duval, of the meanings of fraction, proposed by
Nunes et al, and of the characteristics of the quantities, also proposed by Nunes et al. The
fraction aspects, in the questions, are largely expressed in natural language, with data and
information in decimal and fractional numerical records; the fractions and their meanings are
present, namely: number, part-whole, measure, quotient and multiplicative operator, and make
use of continuous, discrete, intensive and extensive quantities. The results indicate the
necessity for teachers of Mathematics in Elementary and High School to use several
possibilities of analysis when teaching contents of fraction, so that students can effectively
understand the teaching and learning process of Mathematics and fraction concepts.
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