A TEACHING SEQUENCE FOR THE CONCEPTUAL STUDY OF FRACTIONS USING MANIPULABLE MATERIALS

Authors

  • Vanessa da Silva Chaves de Morais
  • Janilse Fernandes Nunes
  • Jean Oliver Linck
  • Adriana Yokoyama
  • Dionéia Migotto
  • Mirian Laisa Paul

Keywords:

Fractions, Didactic Engineering, Manipulatives

Abstract

In this qualitative research, the use of manipulatives as a tool for introducing the concept of fractions was investigated. The activities were carried out with 91 elementary school students from a federal school in the municipality of Santa Maria, RS, Brazil. Based on the activities developed, the aim was to analyze whether the use of manipulatives contributed to student learning by fostering skills related to the formation of mathematical concepts involving rational numbers, understanding geometric representations, and connecting them to everyday situations. The results were analyzed through observations following the stages of Didactic Engineering. In the activity described here, it was observed that most students achieved significant progress in the assessments and subsequent tasks, and particularly enjoyed carrying out the activities, manipulating the materials, and interacting with their peers.

DOI: https://doi.org/10.56238/sevened2025.030-030

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Published

2025-08-22

Issue

Knowledge Networks: Education as a Multidisciplinary Field

Section

Articles

License

Copyright (c) 2025 Vanessa da Silva Chaves de Morais, Janilse Fernandes Nunes, Jean Oliver Linck, Adriana Yokoyama, Dionéia Migotto, Mirian Laisa Paul

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite

de Morais, V. da S. C. ., Nunes, J. F. ., Linck, J. O. ., Yokoyama, A. ., Migotto, D. ., & Paul, M. L. (2025). A TEACHING SEQUENCE FOR THE CONCEPTUAL STUDY OF FRACTIONS USING MANIPULABLE MATERIALS. Seven Editora, 462-477. https://sevenpubl.com.br/editora/article/view/7849