Estrategias para el aprendizaje de las operaciones con fracciones en los estudiantes de EBR
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Date
2025
Journal Title
Journal ISSN
Volume Title
Publisher
Escuela de Educación Superior Pedagógica Pública Monterrico
Abstract
La presente investigación tuvo como propósito describir estrategias que favorecen el aprendizaje de las operaciones con fracciones en estudiantes de Educación Básica Regular (EBR). Para ello, se desarrolló bajo un enfoque cualitativo, con diseño de investigación documental, a partir del análisis de fuentes especializadas sobre el tema. En ese marco, se identificaron fundamentos teóricos vinculados a la enseñanza y comprensión de las fracciones, destacando su naturaleza como números racionales. Asimismo, se analizaron estrategias como el Método de Polya, Singapur y Brousseau, las cuales promueven el aprendizaje significativo a través del uso de material concreto, la resolución de problemas y la construcción activa del conocimiento. Además, la información fue organizada en categorías que permitieron sistematizar los hallazgos y relacionarlos con el contexto escolar. En consecuencia, se concluye que el empleo de estrategias didácticas contextualizadas y la mediación pedagógica adecuada permiten mejorar la comprensión y ejecución de operaciones con fracciones. Estas estrategias, a su vez, fortalecen las competencias matemáticas de los estudiantes y favorecen un aprendizaje más reflexivo, autónomo y duradero. Por ello, resulta necesario que los docentes diversifiquen sus metodologías y se formen continuamente para responder eficazmente a las dificultades que presentan los estudiantes en este campo.
The purpose of this research was to describe strategies that favor the learning of operations with fractions in students of Regular Basic Education (EBR). For this purpose, it was developed under a qualitative approach, with a documentary research design, based on the analysis of specialized sources on the subject. Within this framework, identified theoretical foundations related to the teaching and understanding of fractions, highlighting their nature as rational numbers. Likewise, strategies such as Polya's Method, Singapore and Brousseau were analyzed, which promote meaningful learning through the use of concrete material, problem solving and active construction of knowledge. In addition, the information was organized into categories that allowed systematizing the findings and relating them to the school context. Consequently, it is concluded that the use of contextualized didactic strategies and the appropriate pedagogical mediation allow improving the understanding and execution of operations with fractions. These strategies, in turn, strengthen the mathematical competences of students and favor a more reflective, autonomous and lasting learning. Therefore, it is necessary that teachers diversify their methodologies and train themselves continuously to respond effectively to the difficulties presented by students in this field.
The purpose of this research was to describe strategies that favor the learning of operations with fractions in students of Regular Basic Education (EBR). For this purpose, it was developed under a qualitative approach, with a documentary research design, based on the analysis of specialized sources on the subject. Within this framework, identified theoretical foundations related to the teaching and understanding of fractions, highlighting their nature as rational numbers. Likewise, strategies such as Polya's Method, Singapore and Brousseau were analyzed, which promote meaningful learning through the use of concrete material, problem solving and active construction of knowledge. In addition, the information was organized into categories that allowed systematizing the findings and relating them to the school context. Consequently, it is concluded that the use of contextualized didactic strategies and the appropriate pedagogical mediation allow improving the understanding and execution of operations with fractions. These strategies, in turn, strengthen the mathematical competences of students and favor a more reflective, autonomous and lasting learning. Therefore, it is necessary that teachers diversify their methodologies and train themselves continuously to respond effectively to the difficulties presented by students in this field.
Description
Trabajo de investigación para optar el grado académico de Bachiller en Educación.
Keywords
Estrategias de aprendizaje, Operaciones con fracciones