Didactic sequence: problem solving fraction part-everything and operator in personal learning environment grade 6º
The research aimed to strengthen the problem solving of the part-all fraction in continuous, discrete and operator fraction contexts through a didactic sequence implemented in a Personal Learning Environment (PLE), in grade 602 students of the IERD El Dorado Nescuatá Headquarters of the municipality...
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2023
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| Online Access: | https://revistas.uptc.edu.co/index.php/rastrosyrostros/article/view/16424 |
| _version_ | 1801706758169690112 |
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| author | Niño Betancourt, Roberto Alejandro Chacón Benavídez, José Antonio |
| author_facet | Niño Betancourt, Roberto Alejandro Chacón Benavídez, José Antonio |
| author_sort | Niño Betancourt, Roberto Alejandro |
| collection | OJS |
| description | The research aimed to strengthen the problem solving of the part-all fraction in continuous, discrete and operator fraction contexts through a didactic sequence implemented in a Personal Learning Environment (PLE), in grade 602 students of the IERD El Dorado Nescuatá Headquarters of the municipality of Sesquilé-Cundinamarca. It was based on a mixed type methodology with an action research design, the sampling was made up of 16 students from the control group -GC- and 15 students from the experimental group -GE-; Three instruments were designed and validated: diagnostic test, didactic sequence and exit test. The results in the diagnostic phase showed an opportunity for improvement regarding the resolution of problems of the fraction as an operator. The didactic sequence was structured in four sessions on the fraction as part of a whole and as an operator. Its implementation was carried out for the experimental group in a PLE guided by various multimedia resources. Overall, better performances were observed in the experimental group in five of the six categories analyzed. When evaluating the impact of the pedagogical intervention, the experimental group achieved better results in solving problems of the fraction as part of a whole and as an operator by combining the use of concrete material and the digital educational resources of the PLE. In the implementation of the didactic sequence, the sampling students appropriated three of the five phases for the resolution of mathematical problems. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-16424 |
| institution | Revista Rastros y Rostros del Saber |
| language | spa |
| publishDate | 2023 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-164242023-08-25T03:16:43Z Didactic sequence: problem solving fraction part-everything and operator in personal learning environment grade 6º Secuencia didáctica: resolución problemas fracción parte-todo y operador en entorno personal de aprendizaje grado 6º Sequência didática: fração de resolução de problemas parte-tudo e operador no ambiente pessoal de aprendizagem grau 6º Niño Betancourt, Roberto Alejandro Chacón Benavídez, José Antonio secuencia didáctica resolución de problemas fracción PLE didactic sequence problem solving fraction PLE sequência didática resolução de problemas fração PLE The research aimed to strengthen the problem solving of the part-all fraction in continuous, discrete and operator fraction contexts through a didactic sequence implemented in a Personal Learning Environment (PLE), in grade 602 students of the IERD El Dorado Nescuatá Headquarters of the municipality of Sesquilé-Cundinamarca. It was based on a mixed type methodology with an action research design, the sampling was made up of 16 students from the control group -GC- and 15 students from the experimental group -GE-; Three instruments were designed and validated: diagnostic test, didactic sequence and exit test. The results in the diagnostic phase showed an opportunity for improvement regarding the resolution of problems of the fraction as an operator. The didactic sequence was structured in four sessions on the fraction as part of a whole and as an operator. Its implementation was carried out for the experimental group in a PLE guided by various multimedia resources. Overall, better performances were observed in the experimental group in five of the six categories analyzed. When evaluating the impact of the pedagogical intervention, the experimental group achieved better results in solving problems of the fraction as part of a whole and as an operator by combining the use of concrete material and the digital educational resources of the PLE. In the implementation of the didactic sequence, the sampling students appropriated three of the five phases for the resolution of mathematical problems. La investigación tuvo como objetivo fortalecer la resolución de problemas de la fracción parte-todo en contextos continuos, discretos y fracción operador a través de una secuencia didáctica implementada en un Entorno Personal de Aprendizaje (PLE, en sus siglas en inglés), en los estudiantes de grado 602 de la IERD El Dorado Sede Nescuatá del municipio de Sesquilé-Cundinamarca. Se apoyó en una metodología de tipo mixto con un diseño de investigación acción, el muestreo estuvo conformado por 16 estudiantes del grupo control -GC- y 15 estudiantes del grupo experimental -GE-; se diseñaron y validaron tres instrumentos: prueba diagnóstica, secuencia didáctica y prueba de salida. Los resultados en la fase diagnóstica dejaron ver una oportunidad de mejora respecto a la resolución de problemas de la fracción como operador. La secuencia didáctica se estructuró en cuatro sesiones sobre la fracción Personal de Aprendizaje - PLE guiado por diversos recursos multimedia. En general se observaron mejores desempeños en el grupo experimental en cinco de las seis categorías analizadas. Al evaluar el impacto de la intervención pedagógica el grupo experimental logró mejores resultados en la resolución de problemas de la fracción como parte de un todo y como operador al combinar el uso de material concreto y los recursos educativos digitales del PLE. En la implementación de la secuencia didáctica los estudiantes del muestreo se apropiaron de tres de las cinco fases para la resolución de problemas matemáticos. A pesquisa teve como objetivo fortalecer a resolução de problemas da fração parte-todo em contextos contínuos, discretos e de fração operadora através de uma sequência didática implementada em um Ambiente de Aprendizagem Pessoal (PLE), em alunos do 602º ano da sede da IERD El Dorado Nescuatá do município de Sesquilé-Cundinamarca. Baseou-se em uma metodologia de tipo misto com desenho de pesquisa-ação, a amostragem foi composta por 16 alunos do grupo controle -GC- e 15 alunos do grupo experimental -GE-; Três instrumentos foram desenhados e validados: teste diagnóstico, sequência didática e teste de saída. Os resultados na fase diagnóstica mostraram uma oportunidade de melhoria no que se refere à resolução de problemas da fração como operador. A sequência didática foi estruturada em quatro sessões sobre a fração como parte de um todo e como operador. Sua implementação foi realizada para o grupo experimental em um PLE guiado por vários recursos multimídia. De modo geral, melhores desempenhos foram observados no grupo experimental em cinco das seis categorias analisadas. Ao avaliar o impacto da intervenção pedagógica, o grupo experimental obteve melhores resultados na resolução de problemas da fração como parte de um todo e como operador, combinando o uso de material concreto e os recursos educacionais digitais do PLE. Na implementação da sequência didática, os alunos amostradores se apropriaram de três das cinco fases para a resolução de problemas matemáticos. Universidad Pedagógica y Tecnológica de Colombia 2023-08-24 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/rastrosyrostros/article/view/16424 FACES AND FACES OF KNOWLEDGE; Vol. 8 No. 14 (2023): January - June; 8-30 Rastros y Rostros del Saber; Vol. 8 Núm. 14 (2023): Enero - Junio; 8-30 FACES ET FACES DE CONNAISSANCE; Vol. 8 No 14 (2023): Enero - Junio; 8-30 VOLTI E VOLTI DI CONOSCENZA; V. 8 N. 14 (2023): Enero - Junio; 8-30 CARAS E CARAS DO CONHECIMENTO; v. 8 n. 14 (2023): Enero - Junio; 8-30 2539-3324 spa https://revistas.uptc.edu.co/index.php/rastrosyrostros/article/view/16424/13385 Derechos de autor 2023 Rastros y Rostros del Saber https://creativecommons.org/licenses/by-nc-sa/4.0 |
| spellingShingle | secuencia didáctica resolución de problemas fracción PLE didactic sequence problem solving fraction PLE sequência didática resolução de problemas fração PLE Niño Betancourt, Roberto Alejandro Chacón Benavídez, José Antonio Didactic sequence: problem solving fraction part-everything and operator in personal learning environment grade 6º |
| title | Didactic sequence: problem solving fraction part-everything and operator in personal learning environment grade 6º |
| title_alt | Secuencia didáctica: resolución problemas fracción parte-todo y operador en entorno personal de aprendizaje grado 6º Sequência didática: fração de resolução de problemas parte-tudo e operador no ambiente pessoal de aprendizagem grau 6º |
| title_full | Didactic sequence: problem solving fraction part-everything and operator in personal learning environment grade 6º |
| title_fullStr | Didactic sequence: problem solving fraction part-everything and operator in personal learning environment grade 6º |
| title_full_unstemmed | Didactic sequence: problem solving fraction part-everything and operator in personal learning environment grade 6º |
| title_short | Didactic sequence: problem solving fraction part-everything and operator in personal learning environment grade 6º |
| title_sort | didactic sequence problem solving fraction part everything and operator in personal learning environment grade 6º |
| topic | secuencia didáctica resolución de problemas fracción PLE didactic sequence problem solving fraction PLE sequência didática resolução de problemas fração PLE |
| topic_facet | secuencia didáctica resolución de problemas fracción PLE didactic sequence problem solving fraction PLE sequência didática resolução de problemas fração PLE |
| url | https://revistas.uptc.edu.co/index.php/rastrosyrostros/article/view/16424 |
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