This dissertation is the result of a bibliographical study whose objective is the proposition
of a didactic sequence as a methodological resource with a view to understanding the
concept of fraction by students of Basic Education, considering the field of the set of
non-negative rational numbers 𝑄+. The bibliographic study was developed in three nondisconnected
moments: the first one had the objective to better understand the concept
of fraction, for this we consult the literature that deals with the different meanings of
the fraction, its relation to other mathematical concepts and the nature of the quantities;
the second consists of a study in the literature that deals with Didactic Engineering and
Didactic Sequence; and the third consists in the elaboration of the Didactic Sequence.
The studies point out how fruitful the implementation of pedagogical proposals whose
methodologies place students as agents in the learning process and consider different
perspectives related to teaching objects, in the case in point, of fraction. The results of
this study indicate that the preparation and development of didactic sequences give the
teacher the perspective of becoming a researcher of his/her own practice, since he/she
plays the role of articulator, organizer, incentive and mediator in the classroom, at the
same time it places the student in the centrality of the teaching and learning process.
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