Singapore Method for Teaching Basic Operations with Fractional Numbers in Eight Levels Students
This paper presents a classroom experience aiming to the improvement of solution capability for daily problems with fractional numbers. The work was done under the qualitative research-action approach, the sample was formed by 35 students of the eight grade from a Colombian school. The diagnostic sh...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2020
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| Online Access: | https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/11270 |
| _version_ | 1801706728864088064 |
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| author | Niño-Vega, Jorge Armando López-Sandoval, Diana Patricia Mora-Mariño, Eduar Ferney Torres-Cuy, María Alejandra Fernández-Morales, Flavio Humberto |
| author_facet | Niño-Vega, Jorge Armando López-Sandoval, Diana Patricia Mora-Mariño, Eduar Ferney Torres-Cuy, María Alejandra Fernández-Morales, Flavio Humberto |
| author_sort | Niño-Vega, Jorge Armando |
| collection | OJS |
| description | This paper presents a classroom experience aiming to the improvement of solution capability for daily problems with fractional numbers. The work was done under the qualitative research-action approach, the sample was formed by 35 students of the eight grade from a Colombian school. The diagnostic shows that the majority of students ignore concepts related to fractional numbers, doesn’t know the basic operations and doesn’t apply them in context. The classroom performed three activities: delicious pizza, drawing fractions and I have-you have, which start from a concrete material, passing through the graphic representation, and ending with the manipulation of the abstract concept. After the intervention, the students achieved the skills related to representation and operation with fractional numbers. It can be concluded that the Singapore method is appropriate to teach mathematical concepts, because beginning with a concrete object, the student knowledge assimilation is easier. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-11270 |
| institution | Revista Pensamiento y Acción |
| language | spa |
| publishDate | 2020 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-112702021-07-12T08:01:45Z Singapore Method for Teaching Basic Operations with Fractional Numbers in Eight Levels Students Método Singapur aplicado a la enseñanza de operaciones básicas con números fraccionarios en estudiantes de grado octavo Niño-Vega, Jorge Armando López-Sandoval, Diana Patricia Mora-Mariño, Eduar Ferney Torres-Cuy, María Alejandra Fernández-Morales, Flavio Humberto Método Singapur enseñanza de matemáticas matemáticas método de enseñanza resolución de problemas Singapore method mathematics mathematics teaching problem solving teaching method This paper presents a classroom experience aiming to the improvement of solution capability for daily problems with fractional numbers. The work was done under the qualitative research-action approach, the sample was formed by 35 students of the eight grade from a Colombian school. The diagnostic shows that the majority of students ignore concepts related to fractional numbers, doesn’t know the basic operations and doesn’t apply them in context. The classroom performed three activities: delicious pizza, drawing fractions and I have-you have, which start from a concrete material, passing through the graphic representation, and ending with the manipulation of the abstract concept. After the intervention, the students achieved the skills related to representation and operation with fractional numbers. It can be concluded that the Singapore method is appropriate to teach mathematical concepts, because beginning with a concrete object, the student knowledge assimilation is easier. Este documento presenta una experiencia de aula con el método Singapur para mejorar la capacidad de resolución de problemas cotidianos con números fraccionarios. El trabajo se realizó bajo un enfoque cualitativo de tipo investigación-acción. La muestra fue de 35 estudiantes de grado octavo pertenecientes a una institución educativa colombiana. El diagnóstico indica que la mayoría de los estudiantes desconoce los conceptos de números fraccionarios, no sabe cómo resolver las operaciones básicas y no las aplican en contexto. El trabajo de aula se efectuó con tres actividades: rica pizza, dibujando fracciones y “tú tienes, yo tengo”, que parten de un material concreto, pasando por la representación gráfica, hasta llegar a la manipulación del concepto abstracto. Luego de la intervención, los estudiantes alcanzaron los desempeños relacionados con la representación y operación de números fraccionarios. Se concluye que el método Singapur es adecuado para la enseñanza de conceptos matemáticos, debido a que, al partir de un objeto concreto, se facilita la asimilación de los conocimientos al estudiante. Universidad Pedagógica y Tecnológica de Colombia 2020-07-17 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf application/xml https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/11270 10.19053/01201190.n29.2020.11270 Pensamiento y Acción; No. 29 (2020): July-December 2020; 21-39 Pensamiento y Acción; Núm. 29 (2020): Julio-Diciembre 2020; 21-39 2619-3353 0120-1190 spa https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/11270/9460 https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/11270/10038 Derechos de autor 2020 Jorge Armando Niño-Vega, M.Sc., Diana Patricia López-Sandoval, Eduar Ferney Mora-Mariño, María Alejandra Torres-Cuy, Flavio Humberto Fernández-Morales, Ph. D. |
| spellingShingle | Método Singapur enseñanza de matemáticas matemáticas método de enseñanza resolución de problemas Singapore method mathematics mathematics teaching problem solving teaching method Niño-Vega, Jorge Armando López-Sandoval, Diana Patricia Mora-Mariño, Eduar Ferney Torres-Cuy, María Alejandra Fernández-Morales, Flavio Humberto Singapore Method for Teaching Basic Operations with Fractional Numbers in Eight Levels Students |
| title | Singapore Method for Teaching Basic Operations with Fractional Numbers in Eight Levels Students |
| title_alt | Método Singapur aplicado a la enseñanza de operaciones básicas con números fraccionarios en estudiantes de grado octavo |
| title_full | Singapore Method for Teaching Basic Operations with Fractional Numbers in Eight Levels Students |
| title_fullStr | Singapore Method for Teaching Basic Operations with Fractional Numbers in Eight Levels Students |
| title_full_unstemmed | Singapore Method for Teaching Basic Operations with Fractional Numbers in Eight Levels Students |
| title_short | Singapore Method for Teaching Basic Operations with Fractional Numbers in Eight Levels Students |
| title_sort | singapore method for teaching basic operations with fractional numbers in eight levels students |
| topic | Método Singapur enseñanza de matemáticas matemáticas método de enseñanza resolución de problemas Singapore method mathematics mathematics teaching problem solving teaching method |
| topic_facet | Método Singapur enseñanza de matemáticas matemáticas método de enseñanza resolución de problemas Singapore method mathematics mathematics teaching problem solving teaching method |
| url | https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/11270 |
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