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http://repositoriodigital.ipn.mx/handle/123456789/11644| Título : | Resignificación del algoritmo para operar aditivamente con fracciones en un contexto escolar. |
| Autor : | Martínez Sierra, Gustavo |
| Fecha de publicación : | 16-ene-2013 |
| Descripción : | Without a doubt this be can be assured by many teachers, one of the most difficult mathematical concepts for the successful learning of students in primary education is the concept of fraction. Epistemological differences with respect to the natural numbers, which is what they have been working on before approaching this issue, cause significant obstacles in their understanding and learning. These obstacles remain over the years and are easily carried forward into late years of high school2, and even into tertiary or higher education. Within this topic, the operations with fractions - including the additive - usually cause students more problems than expected, posing a challenge to teachers who must manage to provide effective techniques for the students’ learning. By using as main theoretical supports the theory of didactic situations (TDS) of Brousseau (1986), the notions of task and technique of anthropological theory of didactics (TAD), and the notions of mathematical convention and of resignification raised by Martinez Sierra (2005) and Garcia and Montiel (2007) respectively, we have designed a teaching sequence that addresses the addition of fractions. By using teaching engineering as a methodology, we analyzed the following: epistemological, didactic and cognitive aspects related to their teaching-learning process in order to determine the conditions under which the fraction is constituted as a functional knowledge for students. Taking into consideration these conditions and actions that the students perform in each situation, and using the concept of mathematical convention as a metaphor for learning and the notion of resignification in order to convey the dynamic nature of knowledge construction, we have designed, put on stage and analyzed the results of a sequence aimed at students to construct a procedure for adding fractions in a progressive and justified way. By being involved in the procedure the goal was for students to re-define the previously learnt conventional algorithm as an abbreviation of the recently built algorithm. |
| URI : | http://www.repositoriodigital.ipn.mx/handle/123456789/11644 |
| Otros identificadores : | http://hdl.handle.net/123456789/1168 |
| Aparece en las colecciones: | Doctorado |
Ficheros en este ítem:
| Fichero | Descripción | Tamaño | Formato | |
|---|---|---|---|---|
| pena_2011.pdf | 2.91 MB | Adobe PDF | Visualizar/Abrir |
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