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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Tipo de recurso:: http://purl.org/coar/resource_type/c_6550

Fecha de publicación:: 2023

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:: spa

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network_acronym_str	REPOUPTC2
network_name_str	RiUPTC: Repositorio Institucional UPTC
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dc.title.en-US.fl_str_mv	Didactic sequence: problem solving fraction part-everything and operator in personal learning environment grade 6º
dc.title.es-ES.fl_str_mv	Secuencia didáctica: resolución problemas fracción parte-todo y operador en entorno personal de aprendizaje grado 6º
dc.title.pt-BR.fl_str_mv	Sequência didática: fração de resolução de problemas parte-tudo e operador no ambiente pessoal de aprendizagem grau 6º
title	Didactic sequence: problem solving fraction part-everything and operator in personal learning environment grade 6º
spellingShingle	Didactic sequence: problem solving fraction part-everything and operator in personal learning environment grade 6º secuencia didáctica resolución de problemas fracción PLE didactic sequence problem solving fraction PLE sequência didática resolução de problemas fração PLE
title_short	Didactic sequence: problem solving fraction part-everything and operator in personal learning environment grade 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_sort	Didactic sequence: problem solving fraction part-everything and operator in personal learning environment grade 6º
dc.subject.es-ES.fl_str_mv	secuencia didáctica resolución de problemas fracción PLE
topic	secuencia didáctica resolución de problemas fracción PLE didactic sequence problem solving fraction PLE sequência didática resolução de problemas fração PLE
dc.subject.en-US.fl_str_mv	didactic sequence problem solving fraction PLE
dc.subject.pt-BR.fl_str_mv	sequência didática resolução de problemas fração PLE
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.
publishDate	2023
dc.date.accessioned.none.fl_str_mv	2024-07-08T14:38:51Z
dc.date.available.none.fl_str_mv	2024-07-08T14:38:51Z
dc.date.none.fl_str_mv	2023-08-24
dc.type.none.fl_str_mv	info:eu-repo/semantics/article
dc.type.coar.fl_str_mv	http://purl.org/coar/resource_type/c_2df8fbb1
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dc.type.coar.spa.fl_str_mv	http://purl.org/coar/resource_type/c_6550
dc.type.version.spa.fl_str_mv	info:eu-repo/semantics/publishedVersion
dc.type.coarversion.spa.fl_str_mv	http://purl.org/coar/version/c_970fb48d4fbd8a134
format	http://purl.org/coar/resource_type/c_6550
status_str	publishedVersion
dc.identifier.none.fl_str_mv	https://revistas.uptc.edu.co/index.php/rastrosyrostros/article/view/16424
dc.identifier.uri.none.fl_str_mv	https://repositorio.uptc.edu.co/handle/001/16461
url	https://revistas.uptc.edu.co/index.php/rastrosyrostros/article/view/16424 https://repositorio.uptc.edu.co/handle/001/16461
dc.language.none.fl_str_mv	spa
dc.language.iso.none.fl_str_mv	spa
language	spa
dc.relation.none.fl_str_mv	https://revistas.uptc.edu.co/index.php/rastrosyrostros/article/view/16424/13385
dc.rights.es-ES.fl_str_mv	Derechos de autor 2023 Rastros y Rostros del Saber https://creativecommons.org/licenses/by-nc-sa/4.0
dc.rights.coar.fl_str_mv	http://purl.org/coar/access_right/c_abf2
dc.rights.coar.spa.fl_str_mv	http://purl.org/coar/access_right/c_abf51
rights_invalid_str_mv	Derechos de autor 2023 Rastros y Rostros del Saber https://creativecommons.org/licenses/by-nc-sa/4.0 http://purl.org/coar/access_right/c_abf51 http://purl.org/coar/access_right/c_abf2
dc.format.none.fl_str_mv	application/pdf
dc.publisher.es-ES.fl_str_mv	Universidad Pedagógica y Tecnológica de Colombia
dc.source.en-US.fl_str_mv	FACES AND FACES OF KNOWLEDGE; Vol. 8 No. 14 (2023): January - June; 8-30
dc.source.es-ES.fl_str_mv	Rastros y Rostros del Saber; Vol. 8 Núm. 14 (2023): Enero - Junio; 8-30
dc.source.fr-FR.fl_str_mv	FACES ET FACES DE CONNAISSANCE; Vol. 8 No 14 (2023): Enero - Junio; 8-30
dc.source.it-IT.fl_str_mv	VOLTI E VOLTI DI CONOSCENZA; V. 8 N. 14 (2023): Enero - Junio; 8-30
dc.source.pt-BR.fl_str_mv	CARAS E CARAS DO CONHECIMENTO; v. 8 n. 14 (2023): Enero - Junio; 8-30
dc.source.none.fl_str_mv	2539-3324
institution	Universidad Pedagógica y Tecnológica de Colombia
repository.name.fl_str_mv	Repositorio Institucional UPTC
repository.mail.fl_str_mv	repositorio.uptc@uptc.edu.co
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spelling	2023-08-242024-07-08T14:38:51Z2024-07-08T14:38:51Zhttps://revistas.uptc.edu.co/index.php/rastrosyrostros/article/view/16424https://repositorio.uptc.edu.co/handle/001/16461The 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.application/pdfspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/rastrosyrostros/article/view/16424/13385Derechos de autor 2023 Rastros y Rostros del Saberhttps://creativecommons.org/licenses/by-nc-sa/4.0http://purl.org/coar/access_right/c_abf51http://purl.org/coar/access_right/c_abf2FACES AND FACES OF KNOWLEDGE; Vol. 8 No. 14 (2023): January - June; 8-30Rastros y Rostros del Saber; Vol. 8 Núm. 14 (2023): Enero - Junio; 8-30FACES ET FACES DE CONNAISSANCE; Vol. 8 No 14 (2023): Enero - Junio; 8-30VOLTI E VOLTI DI CONOSCENZA; V. 8 N. 14 (2023): Enero - Junio; 8-30CARAS E CARAS DO CONHECIMENTO; v. 8 n. 14 (2023): Enero - Junio; 8-302539-3324secuencia didácticaresolución de problemasfracciónPLEdidactic sequenceproblem solvingfractionPLEsequência didáticaresolução de problemasfraçãoPLEDidactic sequence: problem solving fraction part-everything and operator in personal learning environment grade 6ºSecuencia didáctica: resolución problemas fracción parte-todo y operador en entorno personal de aprendizaje grado 6ºSequência didática: fração de resolução de problemas parte-tudo e operador no ambiente pessoal de aprendizagem grau 6ºinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_6550http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a134http://purl.org/coar/version/c_970fb48d4fbd8a85Niño Betancourt, Roberto AlejandroChacón Benavides, José Antonio 001/16461oai:repositorio.uptc.edu.co:001/164612025-07-18 11:45:24.322metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co

Didactic sequence: problem solving fraction part-everything and operator in personal learning environment grade 6º

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