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NASCIMENTO, R. L. Application and analysis of a didactic sequence on fractions in elementary education II. 2018. Dissertation (Master degree) Institute of Mathematics and Statistics, University of São Paulo, São Paulo, 2018. The present work aims to bring a proposal for the application of a didactic sequence for the teaching of fractions in the fundamental II segment, using a narrative with historical elements to motivate the students to participate in the sequence. We present some discussions about the pertinence of the teaching of fractions in the present time, starting with research presented by mathematicians such as Peter Hilton and Carlos Roberto Vianna, who discussed the possibility of the removal of fractions from the school curriculum. We will use a historical and conceptual approach of the fractions, through two temporal dimensions, the historiographic one and the one of the present times, thus showing its historical importance. We are based on the different meanings of fractions: part-whole, measure, quotient and multiplicative operator. Finally, we offer a strategy for the learning of fractions to happen in a conceptual and meaningful way, being so that such strategy was elaborated through the theoretical analysis and elaboration of a didactic sequence (SD) based on the principles of didactic situations offered by Guy Brousseau (Theory of Didactic Situation). The sequence was used in classes of the 6th grade of the elementary school.. We seek to create a motivational environment for learning mathematics, at the same time giving meaning to the knowledge related to fractions. Key-words: Mathematics teaching, Fractions, History of fractions.

Aplicação e análise de uma sequência didática sobre frações no ensino fundamental II