A Matemática na culinária: uma proposta metodológica para o ensino de frações.

Abstract

This study proposes a didactic sequence for teaching fractions aimed at upper elementary school students, based on possible real-life experiences they may have encountered. The goal is to make this mathematical content more relatable by connecting it to their daily lives. The shared experience was conducted with 43 sixth-grade students from two classes at Colégio Estadual Nossa Senhora de Fátima in Salvador, Bahia. The activity used fractional measurements from a culinary recipe to explore their relationship with the actual quantities of ingredients. It consisted of two phases: baking a cake using a recipe intentionally designed with numerous fractions and then applying a qualitative questionnaire. The idea for this approach emerged from a review of how fractions were used by different civilizations throughout history, as well as the observation that mathematics education often presents fractions in a way disconnected from real-world applications. Additionally, an analysis of textbooks suggests that this method is valid, given the variety of cases that explore recipes in their content. This activity bridges theory and pedagogical practice as an alternative way to approach fraction instruction. After analyzing the responses, it is possible to conclude that there is room for more playful and engaging activities at this educational stage. Furthermore, students demonstrated improved comprehension and engagement, indicating a positive learning experience.