Abstract
This study pretends to analyze the premises and guidelines that underpin the current Mathematics` curriculum proposed for Sao Paulo state regarding the introduction of multiplication and division with fractions and how such guidelines have been interpreted by teachers. This quest is based on researches which focused on teachers’ training as well as in studies that investigated didactic questions about the mathematical object in discussion. It was ascertained that the curriculum has incorporated some of the results pointed on researches in this topic, but it did not present a discussion about the different meanings of multiplication and division of fractions.
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