Resolution of mathematical problems with fractions focused on the school context

This article discloses the partial results of a qualitative approach research of an educational action type, which is aimed at developing a didactic proposal for the teaching of mathematics. The research focuses on the subject of the teaching of solving mathematical problems with fractions, with sixth grade children of the “Carlos Alberto Olano Valderrama” Educational Institution in Belén (Boyacá). The proposal consists of focusing the teaching from the resolution of problems. This proposal has been made in three moments: the first one, the review of background and theoretical discussion; the second, the application and analysis of the results of the diagnostic test; and the third, the design, application and evaluation of the didactic strategy. Obtaining that 60 % of the students appropriated the method satisfactorily, 30 % required more accompaniment and 10 % of the students did not appropriate the method.

• Fecha de publicación: 2019
• Institución: Universidad Pedagógica y Tecnológica de Colombia
• Repositorio: RiUPTC: Repositorio Institucional UPTC
• Idioma: spa
• OAI Identifier: oai:repositorio.uptc.edu.co:001/11462
• Acceso en línea: https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/8913; https://repositorio.uptc.edu.co/handle/001/11462
• Palabra clave: problem solving, context, didactic strategy, addition and subtraction with fractions, didactics of mathematics, epistemological obstacles.; resolución de problemas, contexto, estrategia didáctica, adición y sustracción con fracciones, didáctica de las matemáticas, obstáculos epistemológicos.
• License: Derechos de autor 2019 EDUCACIÓN Y CIENCIA