Mathematics for teaching rational numbers from ecology to elementary school students
Abstract
The development of educational activities for knowledge of rational numbers and the relationship that can be had with ecological elements provided by the medium, allows us to set
purposes to analyze the factors that influence the learning process of mathematics in students of Basic Primary Education, where the lack of ownership of the concept, difficulties in modeling and the resolution of context-related problems are evident. The objective of this research was to design didactic strategies for teaching rational numbers from an ecological environment. The methodology used was from a practical and experimental research study; where the necessary procedures are applied to carry out the investigation. In the process, methodological guides were constructed using ecological elements, which allowed to develop the conceptualization of rational numbers. The information was collected through pilot tests that show the progress that students made at the conceptual level by the development of the proposed activities.
Finally, a theoretical reflection that fits the characteristics and conditions of conceptual analysis (Rico, 2000) is made. Since its ecological environment, four activities that meet the goals in the study of rational numbers (conceptual structure, representation systems, contexts and ways to use) were constructed. From the collection of the information, the data were analyzed, different meanings were identified and ascribed to the conceptualization that students can do in the development of learning rational numbers, factors were identified from nature that making good use of them, become a motivating factor in the process of meaningful learning of mathematics.
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