Propuesta de Estrategia Didáctica para contribuir al mejoramiento del aprendizaje de las fracciones en la UE Zoila Aurora Palacios

Abstract

The teaching and learning of fractions has been one of the challenges within the teaching of Mathematics with which many teachers have faced internationally and specifically in Ecuador. The present degree work is based on the systematization of the knowledge and experiences developed in the Basic Education Degree fundamentally from the pre-professional practices as a fundamental resource to deepen the theoretical and methodological foundations of the teaching-learning process of this important mathematical subject as a starting point to project a didactic strategy proposal that contributes to the improvement of student learning. The strategy is based on a developing and active conception of the teaching-learning process, the use of the inverted classroom methodology and didactic resources all from a motivating orientation for learning and as support for academic reinforcement. The project was developed in the context of the 7th year of the Basic General Education of the Educational Unit "Zoila Aurora Palacios" of the City of Cuenca, with the use of qualitative-quantitative research methodology and the socio-critical paradigm and the use of theoretical, empirical and statistical methods with their corresponding instruments.