Publicación:

Prácticas de un docente de matemáticas al enseñar la representación gráfica de las fracciones con apoyo de las tecnologías de la información y la comunicación

Resumen

The research was carried out with purpose of reflecting on practice of a teacher who studied the Master's Degree in Computer Science Applied to Education in a mathematics class with seventh grade students from the Matecaña Educational Institution of the city of Pereira - Colombia, through of the design, execution and analysis of a didactic situation for teaching of the graphic representation of fraction using Information and Communication Technologies as mediators in a secondary school class. The didactic situation that was brought to the classroom was oriented taking into account Guy Brousseau's didactic Situation Theory, where knowledge was developed by staging the four phases of the theory: action situation, formulation situation, validation situation and situation of institutionalization. The Schoology educational platform was used as a technological resource that allowed us to see another way of teaching and learning about fractions from the active participation of the student. Qualitative study in which the researcher is the one who observes herself to reflect on her own practice. Once the information was triangulated, it was found that the tools used achieved greater student participation and facilitated the joint construction of the concept of fraction, which in turn resulted in timely corrections and recommendations that strengthened the relationship between the teacher, student and contents of subject.