<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2448-8089</journal-id>
<journal-title><![CDATA[Educación matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. mat.]]></abbrev-journal-title>
<issn>2448-8089</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Mexicana de Investigación y Divulgación de la Educación Matemática A.C.; Universidad de Guadalajara]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-80892025000100009</article-id>
<article-id pub-id-type="doi">10.24844/em3701.01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Descobrindo frações com o círculo fracionário - uma experiência no 2.º ano de escolaridade em Portugal]]></article-title>
<article-title xml:lang="en"><![CDATA[Discovering fractions with fraction circles - an experience in the 2nd year of schooling in Portugal]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cardoso]]></surname>
<given-names><![CDATA[Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mamede]]></surname>
<given-names><![CDATA[Ema]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade do Minho CIEC ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Minho CIEC ]]></institution>
<addr-line><![CDATA[Braga ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>37</volume>
<numero>1</numero>
<fpage>9</fpage>
<lpage>38</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892025000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892025000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892025000100009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Este estudo procura perceber como os alunos do 2.º ano de escolaridade (7-8 anos de idade) compreendem frações quando utilizam o círculo fracionário. Procura-se resposta a: 1) Como compreendem os alunos a ordenação de frações quando as exploram com o círculo fracionário? 2) Como compreendem os alunos a equivalência de frações quando as exploram com o círculo fracionário? 3) Como entendem a unidade de referência? Participaram, neste estudo, alunos de duas turmas do 2.º ano de escolaridade de uma escola pública do distrito de Braga, em Portugal. Uma turma tinha 18 alunos e a outra tinha 20 alunos. Depois de realizada uma intervenção sobre frações, em sala de aula, os alunos, organizados em pares, responderam a 21 tarefas sobre representação, comparação de frações e sobre a unidade de referência. Recorreu-se a uma metodologia qualitativa, numa abordagem de estudo de caso. Os resultados evidenciam compreensão dos alunos na representação e na comparação de frações, sustentando o seu raciocínio no círculo fracionário; descobriram ainda a importância da unidade de referência na representação de frações.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study seeks to understand how 2nd grader children (7-8 years old) understand fractions when using the fraction circles. We are looking for answers to: 1) How do students understand the ordering of fractions when they explore them with the fraction circles? 2) How do students understand the equivalence of fractions when they explore them with the fraction circles? 3) How do they understand the unit of reference? Students from two 2nd grader classes from a public school in the district of Braga, in Portugal, participated in this study. One class had 18 students and the other had 20 students. After a classroom intervention about fractions, the students, organized in pairs, answered 21 tasks about the representation, comparison of fractions and the unit of reference. A qualitative methodology was used, within a case study approach. The results show students&#8217; understanding in representing and comparing fractions, supporting their reasoning in the fractional circle; they also discovered the importance of the reference unit in the representation of fractions.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Frações]]></kwd>
<kwd lng="pt"><![CDATA[Círculo fracionário]]></kwd>
<kwd lng="pt"><![CDATA[Significado parte-todo]]></kwd>
<kwd lng="en"><![CDATA[Fractions]]></kwd>
<kwd lng="en"><![CDATA[Fraction circles]]></kwd>
<kwd lng="en"><![CDATA[Part-whole interpretation]]></kwd>
</kwd-group>
</article-meta>
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