Singapore Method for Teaching Basic Operations with Fractional Numbers in Eight Levels Students

This paper presents a classroom experience aiming to the improvement of solution capability for daily problems with fractional numbers. The work was done under the qualitative research-action approach, the sample was formed by 35 students of the eight grade from a Colombian school. The diagnostic sh...

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Autores:
Tipo de recurso:
Fecha de publicación:
2020
Institución:
Universidad Pedagógica y Tecnológica de Colombia
Repositorio:
RiUPTC: Repositorio Institucional UPTC
Idioma:
spa
OAI Identifier:
oai:repositorio.uptc.edu.co:001/10095
Acceso en línea:
https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/11270
https://repositorio.uptc.edu.co/handle/001/10095
Palabra clave:
Método Singapur
enseñanza de matemáticas
matemáticas
método de enseñanza
resolución de problemas
Singapore method
mathematics
mathematics teaching
problem solving
teaching method
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License
http://purl.org/coar/access_right/c_abf14
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spelling 2020-07-172024-07-05T17:52:51Z2024-07-05T17:52:51Zhttps://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/1127010.19053/01201190.n29.2020.11270https://repositorio.uptc.edu.co/handle/001/10095This paper presents a classroom experience aiming to the improvement of solution capability for daily problems with fractional numbers. The work was done under the qualitative research-action approach, the sample was formed by 35 students of the eight grade from a Colombian school. The diagnostic shows that the majority of students ignore concepts related to fractional numbers, doesn’t know the basic operations and doesn’t apply them in context. The classroom performed three activities: delicious pizza, drawing fractions and I have-you have, which start from a concrete material, passing through the graphic representation, and ending with the manipulation of the abstract concept. After the intervention, the students achieved the skills related to representation and operation with fractional numbers. It can be concluded that the Singapore method is appropriate to teach mathematical concepts, because beginning with a concrete object, the student knowledge assimilation is easier.Este documento presenta una experiencia de aula con el método Singapur para mejorar la capacidad de resolución de problemas cotidianos con números fraccionarios. El trabajo se realizó bajo un enfoque cualitativo de tipo investigación-acción. La muestra fue de 35 estudiantes de grado octavo pertenecientes a una institución educativa colombiana. El diagnóstico indica que la mayoría de los estudiantes desconoce los conceptos de números fraccionarios, no sabe cómo resolver las operaciones básicas y no las aplican en contexto. El trabajo de aula se efectuó con tres actividades: rica pizza, dibujando fracciones y “tú tienes, yo tengo”, que parten de un material concreto, pasando por la representación gráfica, hasta llegar a la manipulación del concepto abstracto. Luego de la intervención, los estudiantes alcanzaron los desempeños relacionados con la representación y operación de números fraccionarios. Se concluye que el método Singapur es adecuado para la enseñanza de conceptos matemáticos, debido a que, al partir de un objeto concreto, se facilita la asimilación de los conocimientos al estudiante.application/pdfapplication/xmlspaspaUniversidad Pedagógica y Tecnológica de Colombiahttps://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/11270/9460https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/11270/10038Derechos de autor 2020 Jorge Armando Niño-Vega, M.Sc., Diana Patricia López-Sandoval, Eduar Ferney Mora-Mariño, María Alejandra Torres-Cuy, Flavio Humberto Fernández-Morales, Ph. D.http://purl.org/coar/access_right/c_abf14http://purl.org/coar/access_right/c_abf2Pensamiento y Acción; No. 29 (2020): July-December 2020; 21-39Pensamiento y Acción; Núm. 29 (2020): Julio-Diciembre 2020; 21-392619-33530120-1190Método Singapurenseñanza de matemáticasmatemáticasmétodo de enseñanzaresolución de problemasSingapore methodmathematicsmathematics teachingproblem solvingteaching methodSingapore Method for Teaching Basic Operations with Fractional Numbers in Eight Levels StudentsMétodo Singapur aplicado a la enseñanza de operaciones básicas con números fraccionarios en estudiantes de grado octavoinfo:eu-repo/semantics/articlehttp://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a97http://purl.org/coar/version/c_970fb48d4fbd8a85Niño-Vega, Jorge ArmandoLópez-Sandoval, Diana PatriciaMora-Mariño, Eduar FerneyTorres-Cuy, María AlejandraFernández-Morales, Flavio Humberto001/10095oai:repositorio.uptc.edu.co:001/100952025-07-18 11:39:12.711metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCrepositorio.uptc@uptc.edu.co
dc.title.en-US.fl_str_mv Singapore Method for Teaching Basic Operations with Fractional Numbers in Eight Levels Students
dc.title.es-ES.fl_str_mv Método Singapur aplicado a la enseñanza de operaciones básicas con números fraccionarios en estudiantes de grado octavo
title Singapore Method for Teaching Basic Operations with Fractional Numbers in Eight Levels Students
spellingShingle Singapore Method for Teaching Basic Operations with Fractional Numbers in Eight Levels Students
Método Singapur
enseñanza de matemáticas
matemáticas
método de enseñanza
resolución de problemas
Singapore method
mathematics
mathematics teaching
problem solving
teaching method
title_short Singapore Method for Teaching Basic Operations with Fractional Numbers in Eight Levels Students
title_full Singapore Method for Teaching Basic Operations with Fractional Numbers in Eight Levels Students
title_fullStr Singapore Method for Teaching Basic Operations with Fractional Numbers in Eight Levels Students
title_full_unstemmed Singapore Method for Teaching Basic Operations with Fractional Numbers in Eight Levels Students
title_sort Singapore Method for Teaching Basic Operations with Fractional Numbers in Eight Levels Students
dc.subject.es-ES.fl_str_mv Método Singapur
enseñanza de matemáticas
matemáticas
método de enseñanza
resolución de problemas
topic Método Singapur
enseñanza de matemáticas
matemáticas
método de enseñanza
resolución de problemas
Singapore method
mathematics
mathematics teaching
problem solving
teaching method
dc.subject.en-US.fl_str_mv Singapore method
mathematics
mathematics teaching
problem solving
teaching method
description This paper presents a classroom experience aiming to the improvement of solution capability for daily problems with fractional numbers. The work was done under the qualitative research-action approach, the sample was formed by 35 students of the eight grade from a Colombian school. The diagnostic shows that the majority of students ignore concepts related to fractional numbers, doesn’t know the basic operations and doesn’t apply them in context. The classroom performed three activities: delicious pizza, drawing fractions and I have-you have, which start from a concrete material, passing through the graphic representation, and ending with the manipulation of the abstract concept. After the intervention, the students achieved the skills related to representation and operation with fractional numbers. It can be concluded that the Singapore method is appropriate to teach mathematical concepts, because beginning with a concrete object, the student knowledge assimilation is easier.
publishDate 2020
dc.date.accessioned.none.fl_str_mv 2024-07-05T17:52:51Z
dc.date.available.none.fl_str_mv 2024-07-05T17:52:51Z
dc.date.none.fl_str_mv 2020-07-17
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.version.spa.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.coarversion.none.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a97
status_str publishedVersion
dc.identifier.none.fl_str_mv https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/11270
10.19053/01201190.n29.2020.11270
dc.identifier.uri.none.fl_str_mv https://repositorio.uptc.edu.co/handle/001/10095
url https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/11270
https://repositorio.uptc.edu.co/handle/001/10095
identifier_str_mv 10.19053/01201190.n29.2020.11270
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/pensamiento_accion/article/view/11270/9460
https://revistas.uptc.edu.co/index.php/pensamiento_accion/article/view/11270/10038
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
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dc.format.none.fl_str_mv application/pdf
application/xml
dc.publisher.es-ES.fl_str_mv Universidad Pedagógica y Tecnológica de Colombia
dc.source.en-US.fl_str_mv Pensamiento y Acción; No. 29 (2020): July-December 2020; 21-39
dc.source.es-ES.fl_str_mv Pensamiento y Acción; Núm. 29 (2020): Julio-Diciembre 2020; 21-39
dc.source.none.fl_str_mv 2619-3353
0120-1190
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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