El concepto de fracción. Una experiencia con docentes de primaria en su interpretación de medida y razón
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Carreño Céspedes, Dany Yecid
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En este trabajo se fundamenta y describe el proceso de construcción e implementación de una secuencia de talleres dirigidos a docentes de básica primaria y orientados a la comprensión, a través del análisis de situaciones hipotéticas de aula, de las interpretaciones de la fracción como medida y como razón. La propuesta surgió del análisis, de los obstáculos y dificultades evidenciados en una prueba diagnóstica. La secuencia consta de cuatro talleres en los que se abordaron diferentes aspectos del concepto de número racional, sus interpretaciones y formas de representación.
Abstract. This paper is based and describes the process of construction and implementation of a sequence of workshops for teachers of primary and aimed at understanding basic, through the analysis of scenarios classroom interpretations of the fraction as far as reason. The proposal emerged from the analysis of the obstacles and difficulties evidenced in a diagnostic test. The sequence consists of four workshops in which different aspects of the concept of rational number, their interpretations and forms of representation were discussed.
Abstract. This paper is based and describes the process of construction and implementation of a sequence of workshops for teachers of primary and aimed at understanding basic, through the analysis of scenarios classroom interpretations of the fraction as far as reason. The proposal emerged from the analysis of the obstacles and difficulties evidenced in a diagnostic test. The sequence consists of four workshops in which different aspects of the concept of rational number, their interpretations and forms of representation were discussed.