2026-10-222026-10-222025-02-06NASCIMENTO JÚNIOR, Lourival dos Santos. Uso de Uma Sequência Didática no Ensino Introdutório de Frações. Orientador: Natanael Freitas Cabral. 2025. 176 f. Dissertação (Mestrado Profissional em Ensino de Matemática) - Centro de Ciências Sociais e Educação, Universidade do Estado do Pará, Belém, 2025.https://portaldaposgraduacao.uepa.br/handle/riuepa/378AbertoEnsino de matemáticaFraçãoSequência didáticaTeoria das situações didáticaMathematics teachingTheory of didactic situationsFractionDidactic SequenceTeoria das situações didáticasDissertaçãoCiências Humanas::EducaçãoCiências Humanas::Educação::Ensino-AprendizagemCiências Exatas e da Terra::MatemáticaThe academic research aimed to analyze the application of a didactic sequence in the introductory teaching of fractions in the 6th year of elementary school. To meet this objective, a theoretical survey was conducted on the concepts of fractions, the historical role of the teacher, didactic theories, the didactic sequence, and discourse analysis and microgenetic analysis. For the development, even partial, of the research, base theorists used were Santos (2008); Góes (2000), Mortimer (2002), Cabral (2017) and Zabala (1996), among others who were duly referenced throughout the writing. Subsequently, the complexity surrounding the learning of this object was perceived. Given this, the following question was raised: How can a didactic sequence for the introductory teaching of fractions benefit the learning of 6th-year students? This question is also linked to the Articulated Units of Conceptual Reconstruction (UARC) which, like the didactic sequence, develops work in stages. To reach this target, a Didactic Sequence based on Cabral (2017) and Zabala (1996) will be used; due to the characteristics of the didactic sequence and how this work is and will still be developed, the methodological typology was defined as bibliographic, of applied and experimental nature. The research revealed that the use of the developed material generated evidence of significant learning among students, making classes more active and stimulating critical reflection, the formulation of assumptions, interaction, and collaboration among students.PPGEM - Metodologia para ensino de matemática no nível fundamental