Learning based on mathematical problems: the fraction concept
This article shows different aspects of the intervention carried out at the Educational Institution “Álvaro González Santana”, based on previous experiences in which the didactic strategy was identified as a fundamental element in the learning pr...
| Main Authors: | , |
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| Format: | Online |
| Language: | spa |
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Universidad Pedagógica y Tecnológica de Colombia
2019
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| Online Access: | https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/9387 |
| _version_ | 1801706619235467264 |
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| author | Cristancho Cárdenas, Deisy Marieta Cristancho Cárdenas, Leidy Yalima |
| author_facet | Cristancho Cárdenas, Deisy Marieta Cristancho Cárdenas, Leidy Yalima |
| author_sort | Cristancho Cárdenas, Deisy Marieta |
| collection | OJS |
| description | This article shows different aspects of the intervention carried out at the Educational Institution “Álvaro González Santana”, based on previous experiences in which the didactic strategy was identified as a fundamental element in the learning process of the fraction. In addition, research results on the implementation of ABP Methodology in the teaching of mathematics were considered; Spins with theories covered in constructivism. In this process, learning arose as an effectof the planning and implementation of problem situations, framed in a qualitative research process that allows math teachers, in seventh grade, to recognize the effects of using the ABP methodology to develop competences like the resolution of problems, and that these are materialized with the development of mathematical thinking involving the fraction and its meanings. |
| format | Online |
| id | oai:oai.revistas.uptc.edu.co:article-9387 |
| institution | Revista Educación y Ciencia |
| language | spa |
| publishDate | 2019 |
| publisher | Universidad Pedagógica y Tecnológica de Colombia |
| record_format | ojs |
| spelling | oai:oai.revistas.uptc.edu.co:article-93872021-08-03T00:18:43Z Learning based on mathematical problems: the fraction concept Aprendizaje basado en problemas en matemáticas: el concepto de fracción Learning based on mathematical problems: the fraction concept Cristancho Cárdenas, Deisy Marieta Cristancho Cárdenas, Leidy Yalima education, didactic strategy, teaching, learning, problems. educación, estrategia didáctica, enseñanza, aprendizaje, problemas. This article shows different aspects of the intervention carried out at the Educational Institution “Álvaro González Santana”, based on previous experiences in which the didactic strategy was identified as a fundamental element in the learning process of the fraction. In addition, research results on the implementation of ABP Methodology in the teaching of mathematics were considered; Spins with theories covered in constructivism. In this process, learning arose as an effectof the planning and implementation of problem situations, framed in a qualitative research process that allows math teachers, in seventh grade, to recognize the effects of using the ABP methodology to develop competences like the resolution of problems, and that these are materialized with the development of mathematical thinking involving the fraction and its meanings. El presente artículo muestra diferentes aspectos sobre la intervención realizada en la Institución Educativa Politécnico Álvaro González Santana, con base enexperiencias anteriores en las cuales se identificó la estrategia didáctica como elemento fundamental en el proceso de aprendizaje de la fracción. Además, seconsideraron resultados de investigaciones sobre la implementación del ABP en la enseñanza de las matemáticas; hilados con teorías amparadas en elconstructivismo. En este proceso, el aprendizaje surgió como efecto de la planeación e implementación de situaciones problema, enmarcadas en unproceso de investigación cualitativa que permite a los docentes de matemáticas, en séptimo grado, reconocer los efectos de la utilización de la metodología ABP para desarrollar competencias como la resolución de problemas, y que estas se concreten con el desarrollo del pensamiento matemático involucrando lafracción y sus significados. Universidad Pedagógica y Tecnológica de Colombia 2019-04-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/9387 10.19053/0120-7105.eyc.2018.21.e9387 Educación y Ciencia; Núm. 21 (2018); 45-58 2805-6655 spa https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/9387/7830 Derechos de autor 2019 EDUCACIÓN Y CIENCIA |
| spellingShingle | education, didactic strategy, teaching, learning, problems. educación, estrategia didáctica, enseñanza, aprendizaje, problemas. Cristancho Cárdenas, Deisy Marieta Cristancho Cárdenas, Leidy Yalima Learning based on mathematical problems: the fraction concept |
| title | Learning based on mathematical problems: the fraction concept |
| title_alt | Aprendizaje basado en problemas en matemáticas: el concepto de fracción Learning based on mathematical problems: the fraction concept |
| title_full | Learning based on mathematical problems: the fraction concept |
| title_fullStr | Learning based on mathematical problems: the fraction concept |
| title_full_unstemmed | Learning based on mathematical problems: the fraction concept |
| title_short | Learning based on mathematical problems: the fraction concept |
| title_sort | learning based on mathematical problems the fraction concept |
| topic | education, didactic strategy, teaching, learning, problems. educación, estrategia didáctica, enseñanza, aprendizaje, problemas. |
| topic_facet | education, didactic strategy, teaching, learning, problems. educación, estrategia didáctica, enseñanza, aprendizaje, problemas. |
| url | https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/9387 |
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