2026-10-272026-10-272025-01-07RIBEIRO, Nídia Marinela da Silva. O ensino das operações com frações por meio de atividades experimentais. Orientadora: Maria de Lourdes Silva Santos. Co-orientador: Pedro Franco de Sá. 2025. 297 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/387AbertoEnsino de matemáticaOperação com fraçãoSequência didáticaAtividade experimentalMathematics teachingOperation with a fractionDidactic sequenceExperimental activityDissertaçãoCiências Humanas::EducaçãoCiências Humanas::Educação::Ensino-Aprendizagem::Métodos e Técnicas de EnsinoThis work presents the results of a research whose main objective was to analyze the effects of applying a didactic sequence based on experimental activities in teaching operations with fractions to students in the 6th year of elementary school at a municipal public school in Parauapebas, Pará, involving the participation of 28 students. The general objective of the investigation was to examine how teaching operations with fractions, through experimental activities, influences the learning process and students' performance in solving questions on the subject, together with students in the 6th year of elementary school? The methodology adopted was based on the principles of Didactic Engineering, with systematic analysis of the data produced during the experimentation through qualitative and quantitative approaches. The comparison between a priori and a posteriori analyzes showed significant progress in student performance, demonstrating the effectiveness of the didactic sequence in promoting learning. Among the main advances observed, the following stand out: Evolution of student scores: the average number of correct answers increased from 12.5% in the pre-test to 62.7% in the post-test, indicating the positive impact of the adopted methodology; Improvement of learning and performance: comparative analysis between a priori and a posteriori assessments revealed substantial advances; Reduction of the time needed to carry out activities; Statistically significant difference in scores. Furthermore, statistical tests, such as Fisher's Exact Test and the Hypothesis Test, corroborated the positive influence of the didactic sequence on students' academic performance, while reducing the impact of socioeconomic factors on their performance. The research findings indicated that students not only understood the operational rules of operations with fractions, but also overcame difficulties in interpreting problems and demonstrated the ability to correctly model the resolution of the proposed questions. Furthermore, there was a positive reception from students regarding the methodology used. The results obtained allow us to conclude that the didactic sequence constitutes a viable and effective strategy for teaching operations with fractions, and can be adopted by teachers as a promising pedagogical resource. The study demonstrated that the approach based on experimental activities favored significant learning, consolidating students' understanding of mathematical content.PPGEM - Metodologia para ensino de matemática no nível fundamental