Pesquisas sobre o ensino de frações nos anos iniciais do ensino fundamental

Abstract

Mathematics teaching has been abstract, in many contexts, uninteresting and decontextualized, being one of the causes of stigmatization and lag in this area of knowledge. Recognizing the difficulties linked, above all, to the process of teaching and learning the content of Fractions in the Initial Years of Elementary School, this work aims to analyze the teaching of Fractions at this school stage. We carried out qualitative bibliographic and documentary research on articles published in scientific events on Mathematics Education, from 2012 to 2023. Initially, we investigated the curricular guidelines for teaching Fractions in the Early Years. Then, we mapped the articles on this topic in annals, considering the seven works that portray pedagogical interventions. Finally, we analyzed each one based on Bertoni (2008), highlighting strategies and resources. We conclude that the concern for contextualization, the variety of strategies and resources and the coexistence of three didactic models, found in current scientific literature, point to the improvement of teaching.