Coming to see fractions on the numberline

TL;DR

This paper presents a didactical sequence designed to help elementary students, including those with mathematical learning disabilities, understand fractions as numbers on the number line, integrating multiple disciplinary perspectives.

Contribution

It introduces an inclusive didactical sequence for teaching fractions as numbers on the number line, combining insights from education, neuroscience, and psychology.

Findings

Sequence was successfully implemented in diverse classrooms.

Inclusive approach improved understanding of fractions for students with MLD.

Theoretical framework supports inclusive mathematics education.

Abstract

The aim of this paper is to present a didactical sequence that fosters the development of meanings related to fractions, conceived as numbers that can be placed on the number line. The sequence was carried out in various elementary school classes, containing students certified to have mathematical learning disabilities (MLD). Thus, our didactical aim is to make accessible meaning related to fractions to all students of the class, including MLD students, by means of a common didactical sequence, that is, a sequence proposed to the entire class. Our research is based on a range of different perspectives, from mathematics education to neuroscience and cognitive psychology. We discuss how such perspectives can be combined and provide the theoretical bases to design an outline of the didactical sequence, which allows us to implement and strengthen inclusive education.