Fortalecimiento del concepto de fracción como relación parte todo mediante una secuencia didáctica con material concreto en la Institución Educativa La Palmita del municipio de La Jagua de Ibiríco departamento del Cesar, Colombia.

Abstract

The general objective of this work is to strengthen the concept of fraction as a part-all relationship through the implementation of a didactic sequence with concrete material in the fifth grade of the La Palmita de la Jagua de Ibiríco Technical Educational Institution, Department of Cesar, the theoretical references they were based on authors such as: Duval (1999), Pólya (1984) Ministry of National Education (MEN) (2016), Diaz (2013). The methodology of this work is framed in a post positivist paradigm with a qualitative research approach, the Method is Participatory Action (IAP) according to Ander Egg (1990), Alvarez and Alvarez (2014), and its population was 90 fifth grade students, the sample 10 students. The methodological route is supported by the Ministry of National Education (MEN) (2016), in three phases which are: understanding, decontextualization and reflection of the problem situation. The instruments used were participant observation, documentary review, survey in the pre- and post-test tests applied to the students and the field diary. The conclusions reached were the following: the concept of fraction as a part-whole relationship could be strengthened through the implementation of a didactic sequence with concrete material in the fifth grade, the effectiveness was verified through the comparison of the tests applied where 55% of the students went from being in a low level to a level of 5% in the post test, which means that 95% of the students were located in basic, high and superior levels, accepting the hypothesis of work which refers that the didactic sequence does strengthen the concept of fraction in the learning of mathematics. For this reason, the application of the lines of action generated as proposals in this study is recommended in a minimum time of two years to give continuity to the strengthening of the teaching and learning of mathematics.