Journal on Mathematics Education Volume 15, No. 3, 2024, pp. 815-834 http://doi.org/10.22342/jme.v15i3.pp815-834 Enhancing fraction learning through problem-solving and historical context: A didactic unit approach Roberto Carlos Torres-Peña 1,2 , Darwin Peña González 1 , Edwan Anderson Ariza 2* 1 Facultad de Educación, Universidad del Magdalena, Santa Marta/Magdalena, Colombia 2 Facultad de Ingeniería, Universidad del Magdalena, Santa Marta/Magdalena, Colombia *Correspondence: earizaec@unimagdalena.edu.co Received: 4 March 2024 | Revised: 14 May 2024 | Accepted: 20 June 2024 | Published Online: 30 July 2024 © The Authors 2024 Abstract This study examines the outcomes of implementing a teaching unit that integrates problem-solving with the history of mathematics to improve fifth-grade students' understanding of fractions at an educational institution in Yopal, Colombia. Utilizing an educational action research methodology, the study commenced with a diagnostic assessment to identify learning gaps, followed by the design and implementation of a didactic unit. This unit comprised three activities embedded in historical contexts to facilitate the learning of fractions, with its effectiveness assessed through an exit test. Conducted with 32 fifth-grade students, the research employed diagnostic and exit tests to evaluate student performance before and after the activities. The results demonstrated that the teaching unit significantly enhanced students' abilities to understand and apply fractions, as evidenced by their improved performance in the activities within the didactic unit. Keywords: Didactic Unit, Education Fractions, History of Mathematics, Pólya Method How to Cite: Torres-Peña, R. C., González, D. P., & Ariza, E. A. (2024). Enhancing fraction learning through problem-solving and historical context: A didactic unit approach. Journal on Mathematics Education, 15(3), 815- 834. http://doi.org/10.22342/jme.v15i3.pp815-834 Mathematics plays a pivotal role in cognitive development and the demonstration of human intellectual capacity. Its foundational importance during the early years of education cannot be overstated, as it establishes the basis for acquiring knowledge, attitudes, and skills essential for logical reasoning. This foundational learning equips students to address real-world problems with efficacy. Mathematics involves various principles that require reasoning and comprehension of specific contexts for problem-solving. Consequently, it intersects significantly with logical, abstract, and critical thinking. Effective teaching strategies necessitate educators' use of specialized materials and techniques designed to enhance these competencies. Within mathematical content, certain topics, such as fractions, are explored through real-world problems that resonate with students due to their broad applicability. Fractions, a fundamental topic from elementary school onward, involve logical sequencing processes. Students often encounter systematic errors, particularly in understanding and manipulating fractions as part-to-whole relationships (Butto, 2013; Wahyu et al., 2020). The challenges associated with learning fractions are underscored by reports from the United Nations Educational, Scientific and Cultural Organization (UNESCO), which highlight that the primary goal of mathematics education in basic education is to ensure mathematical literacy for all students.