Comprender mejor las fracciones con GeoGebra

Abstract

Students' difficulties with fractions usually stem from a lack of conceptual understanding is present in all countries of the world. Even, in countries where most students obtain a reasonably good conceptual understanding, such as Japan or China (Fazio and Siegler, 2011) consider the subject as difficult. Objective: to present GeoGebra as a didactic tool that facilitates the understanding of the concept of fractions in elementary school students. Materials and methods: based on a qualitative research of documentary analysis and personal reflections of the experience of implementing GeoGebra with teacher training students and in-service teachers. Results: more than a dozen of conceptions and interpretations of fractions have been found that are still unknown by the majority of elementary school teachers. Students reach an understanding of the concept when they use interpretations and transform from one representation to another.