O ENSINO DE FRAÇÕES NAS SÉRIES INICIAIS DO ENSINO FUNDAMENTAL: UMA REVISÃO SISTEMÁTICA DA LITERATURA CIENTÍFICA

Abstract

The teaching of fractions in the early grades of elementary school has proven to be one of the main challenges in the mathematical learning process, both due to the conceptual complexity of the content and the didactic difficulties faced by teachers. Considering the relevance of this topic to mathematical education in the early years, this study aims to analyze the national scientific production on the teaching of fractions at this level of education. The methodology adopted was a systematic literature review, with a survey of scientific articles published in journals available on the Portal of Journals of the Coordination for the Improvement of Higher Education Personnel (CAPES), in addition to other relevant academic databases. The results reveal that, although there are advances in methodological proposals and in the understanding of fraction teaching, significant challenges related to teacher training, the choice of appropriate teaching strategies, and the transposition of mathematical concepts in a way that is accessible to children still persist. It is concluded that the scientific production points to the need for investments in the initial and continuing training of teachers, as well as in the development of contextualized teaching materials that favor the meaningful construction of the concept of fractions from the first school years.