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 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.

• 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:001/11473
• Acceso en línea: https://revistas.uptc.edu.co/index.php/educacion_y_ciencia/article/view/9387; https://repositorio.uptc.edu.co/handle/001/11473
• Palabra clave: education, didactic strategy, teaching, learning, problems.; educación, estrategia didáctica, enseñanza, aprendizaje, problemas.
• License: Derechos de autor 2019 EDUCACIÓN Y CIENCIA