Enseñanza-aprendizaje de los números fraccionarios en estudiantes del grado quinto
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En este trabajo de profundización se diseñaron e implementaron guías con enfoque constructivista que integran juegos y tic como una estrategia que contribuya al mejoramiento del proceso enseñanza – aprendizaje de los números fraccionarios en los estudiantes del grado quinto del colegio San José de Armenia - Quindío. Inicialmente se aplicó un cuestionario (pre – test) para identificar los conocimientos que los estudiantes tenían acerca del concepto de los números fraccionarios, luego se diseñaron y aplicaron tres guías con un enfoque constructivista que integren juegos y tic como una propuesta para hacer posibles aprendizajes significativos. Se aplicó un pos – test (que es el mismo pre – test) y con los resultados obtenidos se realizó un análisis cuantitativo descriptivo entre el pre - test y el pos - test para evaluar la estrategia y observar la apropiación de los conceptos trabajados; concluyendo que el uso de guías con un enfoque constructivista que integren juegos y tic mejoran notablemente el aprendizaje de los números fraccionarios, generando en los estudiantes un cambio en el aprendizaje de este concepto
Abstract : In this deepening work there were designed and implemented worksheets with a constructivist approach which integrate games and ICTs as a strategy that help to process improvement teaching - learning of fractional numbers in the fifth grade students of Colegio San José of Armenia - Quindio. Initially a questionnaire (pre - test) was used in order to identify the knowledge that students had about the concept of fractional numbers, then three worksheets were designed and implemented with a constructivist approach to integrate games and ICTs as a proposal to make possible meaningful learning. A post – test was applied (which was the same pre - test) and with the results obtained a descriptive quantitative analysis was performed between the pre - test and post - test to evaluate the strategy and to observe the appropriation of concepts worked; concluding that the use of worksheets with a constructivist approach to integrate games and ICTs significantly improve the learning of fractional numbers, resulting in a change in students when learning this concept
Abstract : In this deepening work there were designed and implemented worksheets with a constructivist approach which integrate games and ICTs as a strategy that help to process improvement teaching - learning of fractional numbers in the fifth grade students of Colegio San José of Armenia - Quindio. Initially a questionnaire (pre - test) was used in order to identify the knowledge that students had about the concept of fractional numbers, then three worksheets were designed and implemented with a constructivist approach to integrate games and ICTs as a proposal to make possible meaningful learning. A post – test was applied (which was the same pre - test) and with the results obtained a descriptive quantitative analysis was performed between the pre - test and post - test to evaluate the strategy and to observe the appropriation of concepts worked; concluding that the use of worksheets with a constructivist approach to integrate games and ICTs significantly improve the learning of fractional numbers, resulting in a change in students when learning this concept
Abstract
Palabras clave propuestas
Números fraccionarios; Juegos; TICs; Aprendizaje significativo; Ideas previas; Guías; Enfoque constructivista; Matemáticas - enseñanza primaria - Colombia - tesis y disertaciones académicas; Fractional numbers; Games; ICTs; Meaningful learning; Previous ideas; Guides; Constructivist approach; Mathematics - education, primary - Colombia - dissertations, academic