Comprensión del concepto de fracción en los estudiantes en formación inicial de educación primaria : una mirada desde la teoría de campos conceptuales
Fecha
2017
Autores
Título de la revista
ISSN de la revista
Título del volumen
Editor
Universidad Antonio Ruiz de Montoya
Resumen
La comprensión del concepto de fracción es uno de los aspectos de mayor dificultad en los estudiantes aun al término de la secundaria y sin embargo es a su vez uno de los principales propósitos a ser alcanzado en la escolaridad. Este trabajo se propone mostrar los elementos que se deben considerar para formar el concepto de fracción a la luz de la Teoría de Campos Conceptuales de Gerard Vergnaud y los significados de las fracciones que se deben desarrollar para poder resolver diferentes situaciones que se presentan. Ambos aspectos, campos conceptuales y significado de las fracciones, deben ser incluidos en la formación de futuros profesores, especialmente de primaria, para garantizar desde los primeros grados la comprensión del concepto de fracción y sus diversas aplicaciones.
The comprehension of the fraction’s concept is one of the most difficult aspects for students even at the end of high school and, however, it is at the same time one of the main purposes to be achieved at school. The purpose of this research is to show the elements to be considered in order to build the concept of fraction on the basis of the Theory of Conceptual Fields by Gerard Vergnaud and the meanings of fractions that must be developed in order to solve different situations. Both aspects, conceptual fields and fraction’s meanings must be included in the education of future teachers, especially for those of elementary school, in order to guarantee, from the earliest grades, the comprehension of the concept of fraction and its different applications.
The comprehension of the fraction’s concept is one of the most difficult aspects for students even at the end of high school and, however, it is at the same time one of the main purposes to be achieved at school. The purpose of this research is to show the elements to be considered in order to build the concept of fraction on the basis of the Theory of Conceptual Fields by Gerard Vergnaud and the meanings of fractions that must be developed in order to solve different situations. Both aspects, conceptual fields and fraction’s meanings must be included in the education of future teachers, especially for those of elementary school, in order to guarantee, from the earliest grades, the comprehension of the concept of fraction and its different applications.
Descripción
Palabras clave
Fracciones, Educación básica primaria, Enseñanza de las matemáticas, Matemáticas, Estudiantes, Educación