Estrategia metodológica para fortalecer el proceso de enseñanza y aprendizaje la suma y resta de las fracciones homogéneas en los estudiantes del grado quinto de la Institución Educativa Bethlemitas Brighton de la ciudad de Pamplona.

Abstract

The present research sought to improve the teaching and learning process of the addition and subtraction of homogeneous fractions in the fifth grade students of the Bethlemitas Brighton Educational Institution. This investigation was based on the implementation of a methodological strategy (Tangram), that would bring mathematical knowledge to students to help them learn by playing and not to only see the teacher as a transmitter of knowledge. The strategy was based on applying a series of workshops with the help of "Tangram" seeking to strengthen the teaching and learning of addition and subtraction of homogeneous fractions. The methodology used for the execution of this research was mixed, since the results were evaluated in a quantitative way through the tabulation and analysis of the answers given by the students in each one of the workshops, and qualitative, through observation and reflection of the attitudes, motivation, interest and progress that the students were showing throughout the implementation of this strategy. This project showed the positive effect of mathematical logical games in the teaching and learning process of mathematics for both teachers and students. The implementation of the strategy was favorable, as it yielded very interesting and significant results, suchthe change of attitude of the children towards the area of mathematics, the interaction between them to resolve the activities in a respectful and motivated way, the participation of the teacher as a facilitator of the teaching and learning process and the improvement of academic performance in the topic of homogeneous fractions.