Una mirada a las fracciones desde el modelo educativo de escuela nueva

Abstract

The educational model of the New School (EN) has been adapted in Colombia in order to carry out primary education in the rural populations of the country, thus providing the opportunity for children who receive education to which they are entitled As Article 67 of the Colombian political constitution says, in this case EN provides the primary education educational service in various populations with access difficulties in some urban areas, this educational research is carried out in the ES Sucre Occidental of the municipality of Chiquinquirá. Initially, this research performs an analysis of the EN booklets which are the main teaching learning resource for the particular case of study, mathematics, where the teaching of fractions in the fifth grade depends on the almost total form of the contents and activities proposed in them in which the guidelines for learning the notion of the concept of fraction are given, from this analysis we seek to contribute to the process of mathematical learning of the fractions. Mathematical learning according to Goffre (2000) in Perera and Valdemoros (2007) generates “in students the integration with real and daily life problems” (p.211), being very important to recognize the learning of mathematics especially the fractions being this important part of the student's learning process in their academic life as everyday. Often the student encounters situations in which it is necessary to divide a whole into parts, divide a set of objects in equal parts or measure certain quantities of a magnitude that is not a multiple of a unit of measure and to solve these practical situations presents the need to include the quotient of two natural numbers (in cases where it is not a natural number). This leads us to the idea of ​​a fraction (Cid, Godino and Batanero, 2004, pp. 105). This research work seeks to design a series of educational activities which aim to generate in students the understanding and recognition of the division in different situations that involve the resolution of problems such as the context surrounding the students using some didactic contributions arithmetic.