Homogeneous and heterogeneous fractions, understanding through a digital educational resource.

Abstract

The study of fractions is a subject that calls for attention and solid interpretation, so that its concept and development are at an inferential level; that is, the learning process of fractions should give results in other areas of the area of mathematics. Knowledge of the subject is so important, because it is not only a partition of the whole, it is an instrument that supports daily life when having the need to count, measure or distribute. For this reason, this work aimed to develop the understanding of fractions, specifically homogeneous and heterogeneous, implementing a current strategy, such as digital educational resources, maintaining a structure linked to the use of ICT. With fifth grade students of the Corinto branch of the Institución Educativa Técnica Agropecuaria de Pajarito-Boyacá, we wanted to implement a pedagogical strategy for the teaching and learning of homogeneous and heterogeneous fractions, supported by the design of interactive digital resources published in a Web scenario, based on a qualitative approach and a participatory action research that allowed the use of sufficient instruments to collect the necessary data and thus be able to analyze to what extent the digital educational resources satisfactorily supported or not, the understanding of homogeneous and heterogeneous fractions.