Neurodidactic analysis of the difficulty in learning the notion of rational number in the 3rd grade of Elementary School

The objective of this article was to analyze the monitoring and remediation of learning difficulties related to the ability to operate with the notion of rational numbers in the 3rd grade of Elementary School. The methodology used was documentary and bibliographical research, based on the Common National Curricular Base, followed by references from Cognitive Neuroscience and Mathematics Didactics to justify the neurodidactic analysis. In the practical explanations and pedagogical considerations to the teacher of the documents analyzed, weaknesses were found that could be mitigated by neurocognitive principles related to attentional functioning added to principles of the Theories of Didactic Situations and Didactic Engineering.