Análise do Ensino de Divisão e Proporção sob a Perspectiva Ontossemiótica

This article identifies and synthesizes the difficulties pointed out in research on teaching Division and Proportion. Using a qualitative approach and content analysis, data were collected from the Brazilian Library of Theses and Dissertations, Scielo, and Google Scholar. The analysis used the Ontosemiotic Approach to Mathematical Knowledge and Instruction (EOS), which provides a framework for understanding these difficulties. The identified causes include teaching approaches, lack of algorithm mastery, and the structure of Brazilian education. The current state of teaching Division and Proportion results in mechanical, meaningless learning, hindering the development of abstraction in students. Delayed understanding of these concepts can negatively impact the teaching of Natural Sciences, which relies on these conceptual tools. Additionally, there is a lack of integration of strategies across disciplines such as Biology, Physics, and Chemistry to address these issues.