La práctica docente del profesor: La enseñanza de fracciones en un aula de primaria a través de situaciones-problema

  1. María Teresa González Astudillo 1
  2. Ricardo Filipe Marques Portugal
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Journal:
Educatio siglo XXI: Revista de la Facultad de Educación

ISSN: 1989-466X,  1699-2105

Year of publication: 2018

Issue Title: Resolución de problemas matemáticos: Tecnologías Digitales, Procesos Cognitivos y Metacognitivos y Formación de Profesores de Matemáticas

Volume: 36

Issue: 3

Pages: 177-200

Type: Article

DOI: 10.6018/J/349961 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Educatio siglo XXI: Revista de la Facultad de Educación

Abstract

This document seeks to identify the elements in teachers’ practice that allow generating a discussion in the classroom about the concept of fraction and provide learning opportunities to students. To this end, we start from two situationsproblems generated by the teacher, one of them is the introduction of the concept and in the other, which corresponds to a later stage of the teaching-learning process, the students have to handle the concepts learned. The research methodology used is qualitative, since it is based on a case study. The data were collected by recording two classroom sessions and the Knowledge Quartet (KQ) was used as a methodological framework, emphasizing its four dimensions: foundation, transformation, connection and contingency. Learning opportunities vary from one task to another. The first one, on being an introductory activity, is more related to connection, while, in the second, foundation and transformation have more weight. However, in both, contingency emerges as a key aspect to delve into the understanding of the concepts.

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Data source: Dialnet