PERSPECTIVAS DE USO DEL APLICATIVO FRACTION STRIPS EN LA ENSEÑANZA DE FRACCIONES

Nicol Gabriela Huarsaya-Jove, Micaela Yeri Vilca-Valdez, Osbaldo Turpo-Gebera

Producción científica: Contribución a una revistaArtículorevisión exhaustiva

Resumen

The COVID-19 pandemic has exposed the digital divide and the limited tech-nopedagogical proficiency of teachers. To improve the teaching of fractions, thirty elementary school teachers were trained in the use of the Fraction Strips virtual manipulative. Phenomenology was used to assess their learning experiences and the dynamics of technological appropriation were recorded. The results showed a significant appropriation of the manipulative, the importance of multiple representations in the conceptual understanding of fractions and the promotion of meaningful and discovery learning. In conclusion, the training improved the teach-ers' digital competencies and pedagogical practices.

Título traducido de la contribuciónPerspectives on the use of the Fraction Strips application in teaching fractions
Idioma originalEspañol
PublicaciónVISUAL Review. International Visual Culture Review / Revista Internacional de Cultura
Volumen13
N.º3
DOI
EstadoPublicada - 30 ene. 2023

Nota bibliográfica

Publisher Copyright:
© GKA Ediciones, authors. Creative Commons Reconocimiento-NoComercial-SinObraDerivada.

Palabras clave

  • Digital skills
  • Elementary School Teachers
  • Fraction Strips
  • Peru
  • Teacher training
  • Teaching fractions
  • Virtual manipulative

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