Publicación: Algunas dificultades de aprendizaje en torno a los números fraccionarios y sugerencias para programas de intervención
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The difficulties learning by students in solving fractional problems have been the starting point of this research. These have been forged from the development of teaching and learning activities that start from the third grade to the end of secondary or secondary education. The results of the internal and external tests show the difficulties in solving tasks involving fractions. That is why this research shows some of the productions of the students and some of the reasons that make students have systematic errors when encountering these situations. Likewise, this study recognizes the researches in Didactics of Mathematics have been developed to understand this educational phenomenon. We highlight the works of Kieran (1990), Fandiño (2009), Obando (2014) and others. In addition, this research is qualitative of exploratory type. A four-phase research design was developed. The first develops the study of frames of reference and raises the problem, the second was designed the workshops, the third was implemented the workshops and the fourth phase analyzed the results. Thus, exploration and observation of students' activities showed that students use the part-whole relationship in all cases, preventing them from analyzing relationships that require other interpretations. Their visual support of the relations of unity with the parties is the most used strategy and when mobilizing to discrete magnitudes it is difficult to establish a transference. It is added that they do not construct the idea of equivalence among the fractional ones. This causes them to limit their actions when faced with problem situations.