Procesos de intervención mediante el Método Singapur para la enseñanza de operaciones básicas con fracciones en estudiantes de octavo año de Educación General Básica

Abstract

Mathematics is hardly understood by students and therefore, from the first years of its teaching there is rejection towards this subject. The teaching of Mathematics is mostly done in an abstract manner, which does not allow the student to develop their cognitive skills such as understanding and problem solving. In this sense, fractions are one of the most complex contents in basic education because students do not understand the notion of fraction, which leads to difficulties and low proficiency in operations with fractions. Therefore, it is necessary that the contemporary mathematics teacher look for innovative strategies that facilitate the teaching and learning process. Through the innovation project, a proposal was developed to understand the impact of the implementation of the Singapore Method in the teaching and learning process of basic operations with fractions. This method focuses on solving problems through the CPA approach (concrete, pictorial and abstract). The project was applied to 41 eighth-year students and the instruments that were used for the collection of information were the initial and final test, the observation guides and the execution tasks. The observation guides allowed to know that group work fosters cooperative learning and through the application of the test the students understood the other representations of fractions as operator, ratio, quotient and measure, even conceptual errors that students have as the lack of recognition of the fraction on the number line and operability were identified.