Dificultad en las fracciones para los estudiantes de la educación primaria mexicana

A latent problem in the teaching and learning of mathematics is related to the understanding of the specific concept, among other causes, due to its diverse meanings and interpretations, which the epistemology of mathematics has generated and are necessary to solve different situations. From the context of real life. Hence, the importance of these meanings or interpretations being viewed in an integral manner and their differences and uses in the teaching and learning process being recognized. That is why, in this article, they are exposed to the interpretations associated with the concept of fraction that the greatest number of teachers consider difficult for Mexican students of the primary basic level (6-12 year old students). Methodologically, the Delphi method was used to design, apply and analyze a questionnaire that answered 16 practicing teachers. The results show three interpretations associated with the concept of fraction of greatest difficulty for the students of the basic Mexican primary: the fraction as a rational number, the fraction as a ratio and the fraction as an indicator of a quantity (decimal).

• Autores: Arenas Peñaloza, Jhonatan; Rodríguez-Vásquez, Flor Monserrat
• Tipo de recurso: Article of journal
• Fecha de publicación: 2020
• Institución: Corporación Universidad de la Costa
• Repositorio: REDICUC - Repositorio CUC
• Idioma: spa
• OAI Identifier: oai:repositorio.cuc.edu.co:11323/8084
• Acceso en línea: https://hdl.handle.net/11323/8084; https://repositorio.cuc.edu.co/
• Palabra clave: Fraction; Interpretations; Difficulties; Students; Delphi method; Fracción; Interpretaciones; Dificultades; Estudiantes; Método Delphi
• Rights: openAccess
• License: CC0 1.0 Universal