Abstract: The teaching of fractions presents historical challenges in basic education, requiring innovative pedagogical proposals that integrate different dimensions of knowledge. This article analyzes a didactic sequence for the teaching of fractions mediated by computational robotics, based on the principles of transdisciplinary didactics. The research, qualitative and participatory in nature, used the methodology of Creative Eco-Formative Projects (PCEs) for the construction of the proposal and applied the Delphi method for its validation by specialists. The results showed that the integration between educational robotics and a transdisciplinary approach enhances the meaningful learning of complex mathematical concepts, increases student engagement, and fosters the development of cognitive, socio-emotional, and ecological skills. Moreover, the proposal favored the articulation between different areas of knowledge and contributed to the integral formation of the students, aligned with the perspectives of eco-formation and multireferentiality. The data indicate that transdisciplinary didactics mediated by computational robotics is a promising strategy to overcome fragmentation in the teaching of fractions and to promote learning connected to the complexity of reality.
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