Diseño de propuesta metodológica para la enseñanza de la operación división basada en el aprendizaje significativo en grado segundo de básica primaria de la Institución Educativa Esteban Ochoa
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Restrepo Vásquez, Lina Marcela
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Con la presente propuesta metodológica se pretende ofrecer estrategias para la enseñanza de la operación división basada en el aprendizaje significativo a los estudiantes de grado segundo de primaria. Las intervenciones son mediadas por estrategias y actividades que permiten la activación de los saberes previos sobre la adición, sustracción y multiplicación como factor clave en el aprendizaje de la temática, por esta razón, inicia con la intervención de una actividad diagnóstica a los niños de grado segundo de primaria de la I. E Esteban Ochoa, con el propósito de identificar las dificultades del concepto y procedimiento de la operación división exacta con números naturales. Posteriormente se realiza una serie de intervenciones para fortalecer habilidades en el manejo del concepto de la división matemática que se ve evidenciado paulatinamente en la actividad final de la propuesta.
Abstract: This methodological plan pretends to offer some strategies to teach mathematical division in primary school, based on significant learning, to 2 nd grade students. Classroom interventions are interceded by procedures and activities that allow the students to activate their mathematical operations previous knowledge (addition, subtraction and multiplication) as a key factor in the learning process. It all begins with a diagnostic activity, made with 2 nd grade students at Educational Institution Esteban Ochoa. The intention is to identify all difficulties related with concept and solving procedure of natural numbers exact division. After diagnosis, teaching process is intervened to strengthen the students’ mathematical skills, and clarify the division concept. The results will be demonstrated little by little until the methodological plan culminates.
Abstract: This methodological plan pretends to offer some strategies to teach mathematical division in primary school, based on significant learning, to 2 nd grade students. Classroom interventions are interceded by procedures and activities that allow the students to activate their mathematical operations previous knowledge (addition, subtraction and multiplication) as a key factor in the learning process. It all begins with a diagnostic activity, made with 2 nd grade students at Educational Institution Esteban Ochoa. The intention is to identify all difficulties related with concept and solving procedure of natural numbers exact division. After diagnosis, teaching process is intervened to strengthen the students’ mathematical skills, and clarify the division concept. The results will be demonstrated little by little until the methodological plan culminates.