Palabras clave
educación secundaria
fracción como operador
conocimiento conceptual
conocimiento procedimental
pictorial representation
secondary education
fraction as operator
conceptual knowledge
procedural knowledge
Cómo citar
Resumen
Se presenta un estudio experimental y exploratorio abordando la dificultad de los estudiantes para comprender el significado operatorio de la fracción, especialmente en la resolución de problemas y ejercicios algorítmicos. Dada la escasa presencia de enfoques visuales en la enseñanza tradicional, se analiza la importancia de las representaciones pictóricas en el aprendizaje de la fracción como operador. La investigación se realizó con estudiantes de secundaria de 14 a 15 años, organizados en un grupo experimental (42 estudiantes) y un grupo control (19 estudiantes). El experimental trabajó con modelos lineales y de área para apoyar la resolución de problemas, mientras que el control recibió únicamente explicaciones aritméticas. Se aplicaron un pretest y postest con elementos isomorfos, se analizaron cualitativa y cuantitativamente para evaluar conocimientos procedimentales y conceptuales. Aunque el grupo control presentaba mayores habilidades iniciales, el experimental obtuvo mejores resultados, mostrando que la representación pictórica favorece la comprensión y el aprendizaje.
Revolutionizing fraction as operator learning revolutionizing fraction as operator learning: comparing pictorial representations vs. memoristic approaches in secondary education
Abstract
An experimental and exploratory study is presented addressing students’ difficulty in understanding the operator meaning of fractions, especially in problem solving and algorithmic exercises. Given the limited presence of visual approaches in traditional instruction, the study examines the importance of pictorial representations in learning fractions as operators. The research was conducted with secondary students aged 14 to 15, organized into an experimental group (42 students) and a control group (19 students). The experimental group worked with linear and area models to support problem solving, while the control group received only arithmetic explanations. A pretest and posttest with isomorphic items were administered, and qualitative and quantitative analyses were carried out to evaluate procedural and conceptual knowledge. Although the control group initially showed higher skills, the experimental group achieved better results, indicating that pictorial representation enhances understanding and learning.
Citas
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