Enseñanza de las fracciones usando el ABP como estrategia para un aprendizaje significativo
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Pino Villegas, Christian Mauricio
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La propuesta aquí presentada, representa una alternativa de enseñanza para el concepto de fracción pero que puede extenderse como referente para cualquier otra área dentro de la básica secundaria ya que, tiene como objetivo, establecer una estructura básica de planeación de clase que se fundamenta en la teoría del aprendizaje significativo crítico y que involucra el aprendizaje basado en problemas. Con los estudiantes del grado sexto de la Institución Educativa Guadalupe, se llevó a cabo el proceso de validación. El enfoque cualitativo de la investigación facilitó el análisis de la información cuantitativa y cualitativa obtenida en cada etapa de la validación de la estructura. Los resultados son favorables, ya que se logró fortalecimiento de valores a través de la buena práctica de las competencias ciudadanas gracias al trabajo colaborativo, el actuar de los estudiantes como sujetos responsables de su propio aprendizaje y la apropiación del concepto de fracción demostrado a través de su aplicación para resolver en contexto un problema.
Abstract: The proposal presented here, represents a teaching alternative for the concept of fraction but that can be extended as a reference for any other area within the secondary basic since, it has as objective, to establish a basic structure of class planning that is based on the critical meaningful learning theory and that involves problem-based learning. With the students of the sixth grade of the Guadalupe Educational Institution, the validation process was carried out. The qualitative approach of the research facilitated the analysis of the quantitative and qualitative information obtained in each stage of the validation of the structure. The results are favorable, since values were strengthened through the good practice of citizenship competences thanks to collaborative work, the actions of students as subjects responsible for their own learning and the appropriation of the concept of fraction demonstrated through its application to solve a problem in context.
Abstract: The proposal presented here, represents a teaching alternative for the concept of fraction but that can be extended as a reference for any other area within the secondary basic since, it has as objective, to establish a basic structure of class planning that is based on the critical meaningful learning theory and that involves problem-based learning. With the students of the sixth grade of the Guadalupe Educational Institution, the validation process was carried out. The qualitative approach of the research facilitated the analysis of the quantitative and qualitative information obtained in each stage of the validation of the structure. The results are favorable, since values were strengthened through the good practice of citizenship competences thanks to collaborative work, the actions of students as subjects responsible for their own learning and the appropriation of the concept of fraction demonstrated through its application to solve a problem in context.