  The aim of this paper is to present a didactical sequence that fosters the
development of meanings related to fractions, conceived as numbers that can be
placed on the number line. The sequence was carried out in various elementary
school classes, containing students certified to have mathematical learning
disabilities (MLD). Thus, our didactical aim is to make accessible meaning
related to fractions to all students of the class, including MLD students, by
means of a common didactical sequence, that is, a sequence proposed to the
entire class. Our research is based on a range of different perspectives, from
mathematics education to neuroscience and cognitive psychology. We discuss how
such perspectives can be combined and provide the theoretical bases to design
an outline of the didactical sequence, which allows us to implement and
strengthen inclusive education.
