A quantitative research study (2022) is presented in which the objective was to determine the effect of technological mediation on the resolution of additive operations with fractional numbers among seventh-grade students. The participants consisted of 34 students (aged 11 and 12 years), divided into two groups: experimental and control. They responded to a pre-test comprising twenty questions. Subsequently, the errors made by the students were characterized, followed by the design and implementation of an instructional proposal supported by the use and technological mediation of the GeoGebra software. A post-test, containing the same number of questions, was administered to analyze the influence generated after the instructional intervention. The results provided insights into the effectiveness of the strategy employed with the group of students in terms of their academic performance in problems related to additive operations with fractions.