Ensino e a aprendizagem de números racionais na forma fracionária: perspectivas sobre metodologias de ensino e o uso de tecnologias entre 2022 e 2024

Abstract

The present study aimed to conduct a bibliographic survey of research carried out in Brazil between 2022 and 2024 on the teaching and learning of rational numbers in their fractional form. We focused on analyzing the diversified methodologies that employ prescriptive rules for performing operations, as well as those that dispense with such rules. Our objective was to identify how these approaches can design learning situations that enable students to understand and generalize the execution of fractional operations. Accordingly, our central research question was: What insights have studies conducted between 2022 and 2024 revealed regarding the teaching methodologies adopted by teachers for fraction operations, considering both prescriptive-rule-based and alternative approaches? To address this question, we analyzed 26 master’s‐level investigations retrieved from the CAPES Theses and Dissertations Repository and the Brazilian Digital Library of Theses and Dissertations (BDTD). The analysis involved segmenting the studies and organizing them into tables that highlighted the methodological resources used to teach fractions, with particular attention to diversified activities and technology integration. The results indicate that prescriptive rules remain prevalent in many studies: even when activities are varied, teachers frequently resort to expressions such as “divide by the denominator and multiply by the numerator” in response to students’ difficulties. These findings underscore the need for research that designs instructional activities allowing students to attribute conceptual meaning to fraction operations rather than merely memorize procedural algorithms