Fortalecimiento en los procesos de enseñanza y aprendizaje de números fraccionarios en el área de las matemáticas a través de un OVA como estrategia didáctica en estudiantes del ciclo III de la IE Rural Departamental La Fuente de Tocancipá Cundinamarca

Abstract

The implementation of this pedagogical proposal aims to strengthen the processes of teaching and learning fractional numbers in the mathematics area through a virtual learning object as a didactic strategy to third cycle students from Institución Educativa Rural Departamental La Fuente de Tocancipá – Cundinamarca.

This topic was chosen taking into account the strategies implemented in the Educational Institution mentioned by the results of Pruebas Saber according to MEN, which demonstrate a low level of performance in mathematics area, exactly fractional numbers, adding to this, the lack of interest in this subject and law management of information and communication technologies. Therefore, it is intended to prioritize the appropriation of mathematical skills through attractive and innovative activities using technological resources available to everyone, where it allows teachers learn to create novel strategies and students to be self-constructor of their teaching-learning process mediated by technology.

It is worth to emphasize that ICT and OVA are didactic resources that allow, with their diverse content of activities, to transversalize all fields of knowledge, through demonstrative experiences where they induce motivation and interest in students to develop both basic skills and abilities, including: understanding, analyzing, synthesizing, identifying, reasoning and deducing.

This project has a high degree of importance; It will allow to gradually solve the problem, object of study, improving in the students the mathematical ability, such as the analysis, the identification of concepts of fractional numbers, determination and taking love of mathematics that is a frustrating factor when taking a class mediated by ICT. In addition, it allows teachers to create strategies modeled according to the perception of students, who, being a population of diverse ages, they have a very different learning pace.