Estrategias didácticas para el aprendizaje de las fracciones en matemáticas

Abstract

The present proposal of innovation aims to propose strategies to improve the academic level of the students of the fifth general basic education, of the educational unit "San Francisco". The proposal is based on the learning of fractions considering their different interpretations and the constructivist learning process of mathematics. In order to elaborate this proposal a diagnosis was made through two tools: a diagnostic test to the students; and an interview with the classroom teacher. Obtaining as results that the majority of the students presents difficulties in the learning of the fractions, not identifying its concept, its usefulness and the different interpretations that compose it. Considering this, and based on the constructivist theory of the learning of mathematics and the Kieren (1980) model of the interpretations of the fractions, we elaborate the proposal starting from the use of concrete material and the resolution of problems; In addition to proposing activities that provide the experience of measuring, distributing and operating fractions, allowing students to better develop the concept of fraction. Finally the proposal was socialized with the teaching plant of the morning section of the educational unit.