Propuesta metodológica para la enseñanza de los números racionales positivos desde diferentes registros de representación
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Cano Rojas, Sebastian
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El siguiente trabajo titulado “Propuesta metodológica para la enseñanza de los números racionales positivos desde diferentes registros de representación”, tuvo lugar en la I.E Benjamín Correa Álvarez del municipio de Titiribí-Antioquia, con la participación de los estudiantes del grado séptimo. Para su elaboración se estudiaron diferentes posturas sobre la enseñanza de las matemáticas escolares, destacándose la resolución de problemas, el aprendizaje significativo y la teoría de los registros de representación. La intervención se dio por medio de la aplicación de un Pre-test y un Pos-test y sus respectivos análisis a través de un método cuasi-experimental, así como por la implementación de tres guías de aprendizaje que configuran la esencia de la Propuesta.
Abstract. The following paper entitled "Methodological proposal for the teaching of positive rational numbers from different registers of representation", which took place in the I.E Benjamín Correa Álvarez of the municipality of Titiribí-Antioquia, with the participation of the students of the seventh grade. For its elaboration different positions were studied on the teaching of the school mathematics, being emphasized the problem solving, the significant learning and the theory of the registers of representation. The intervention was given through the application of a Pre-test and a Pos-test and their respective analysis through a quasi-experimental method, as well as the implementation of three learning guides that configure the essence of the Proposal.
Abstract. The following paper entitled "Methodological proposal for the teaching of positive rational numbers from different registers of representation", which took place in the I.E Benjamín Correa Álvarez of the municipality of Titiribí-Antioquia, with the participation of the students of the seventh grade. For its elaboration different positions were studied on the teaching of the school mathematics, being emphasized the problem solving, the significant learning and the theory of the registers of representation. The intervention was given through the application of a Pre-test and a Pos-test and their respective analysis through a quasi-experimental method, as well as the implementation of three learning guides that configure the essence of the Proposal.