Caracterización de los factores que inciden en los procedimientos con operaciones básicas de fraccionarios, en los estudiantes del grado séptimo, de la Institución Educativa la Presentación del municipio de Piedecuesta (Santander).

Abstract

This research paper was done with the objective of characterize the facts which influence some misguided procedures, while working the basic operations with fractions with seventh graders in the School “La Presentación” in Santander, Colombia. This school is located in the urban area of Piedecuesta, Santander which educate students from kindergarten to eleventh grade by giving the title of academic bachelor with science focus. Its principles are constructivist based on the Marie Poussepin´s philosophy which its latest certification was in 2017. After analyzing the results of the “Pruebas saber 11” from 2013 to 2016, running a diagnostic test and applying a survey to a math’s teacher who works in the school, as well as a non participant observation by the researcher; It can be concluded that seventh graders present significant difficulties when working with fractions in basic operations. Keeping in mind the mentioned aspects, it is vital to characterize the factors which influence some misguided procedures when working with fractions in seventh grade. This characterization will be useful to those math´s teachers and researchers who are struggling with this problem in order to create and apply procedures to solve it. The studied population were eighty students from seventh grade from the school “La Presentación”. Only 10 students were chosen randomly, as a sample since this is a qualitative research. However, it is imperative to mention that this research paper worked in the characterization phase; workshops or strategies to solve the problem were not developed. The collection tools were participant observation, analysis of the pruebas saber 11, a diagnostic test and a survey done to the math´s teacher. Additionally, the triangulation of the data. All these procedures allowed the researcher to classify students’ fractions´ issues into some categories. The methodology used in this research allowed the researcher to understand some curriculums problems and the pedagogical implications. Burner´s methodology was used as the bases for this research which suggests the difficulties with fractions which are cited by some authors like Laknford, Hart. Suydam, Carpenter and N.A.E.P Finishing the process of characterization, it could be identified four categories which allow the researcher to identify the factors that influence the misguided procedures when working with fractions. Those categories were: understanding of the problem, the notion is the beginning of all understanding of measures; all of them originate an emerging category “errors cause in fractions procedures”, afterwards, conclusions are given by answering to all the emerging categories by keeping in mind the researcher´s point of view. It is concluded that this research paper gives the opportunity to have a better understanding of the causes of some students misguided procedures with fractions. As a conclusion to this study, I got to know the problems that the majority of students present doing the basic operations with fractions, for this I used what I learned in this master's degree applying the different research methods, in this case qualitative. which led me to structure the characterization of these problems, based on any project that requires in-depth analysis