FRAÇÕES EM RITMO: A INTERDISCIPLINARIDADE ENTRE FIGURAS E PAUSAS MUSICAIS E MATEMÁTICA NO ENSINO FUNDAMENTAL

This article proposes an interdisciplinary approach between music and mathematics for teaching fractions, using musical notes and rests as a concrete learning tool. It is based on the modern framework that hierarchically organizes rhythmic figures—such as whole note, half note, and quarter note—visually highlighting part-whole relationships that directly correspond to fractional representations. The pedagogical proposal employs manipulative and visual materials, transforming abstract concepts into tangible experiences and facilitating the understanding of equivalences and operations with fractions. One highlighted didactic resource is a card game in which each card displays a musical note or rest on one side and its corresponding fractional representation on the other. This strategy enables playful association and equivalence activities, fostering logical reasoning and student autonomy. The methodology emphasizes peer interaction, attentive observation, and hands-on experimentation, aligning with constructivist learning theories. By integrating artistic and mathematical languages, the proposal not only enriches the school curriculum but also enhances conceptual understanding through meaningful connections. Thus, the article demonstrates how interdisciplinarity can be an effective tool to make fraction instruction more accessible, engaging, and meaningful for students.