The role of pedagogical content knowledge on giving meaning to the multiplication of fractions. A case study in Mexico
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Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Educação Matemática Debate |
Texto Completo: | https://www.periodicos.unimontes.br/index.php/emd/article/view/6171 |
Resumo: | This paper aims to describe the pedagogical content knowledge when teaching the multiplication of fractions in elementary education. A sixth-grade teacher was observed and interviewed while working on this topic with students in a Mexican public school. As a part of the analysis, categories were derived from the literature and emerging subcategories from the data were implemented. The resulting categories were: knowledge for teaching fraction multiplication, knowledge of features of learning mathematics, and knowledge of fraction multiplication learning standards. The results show that teacher’s pedagogical knowledge is characterized by pedagogical strategies oriented to promote the learning of this mathematical object, the strategies that stood up from the rest are making discoveries and inferences as well as using strips of paper and geometrical figures to manipulate and visualize the multiplication of fractions algorithm. Through these strategies, the teacher gave the meaning of part of a whole and repeated addition to the multiplication of fractions. |
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The role of pedagogical content knowledge on giving meaning to the multiplication of fractions. A case study in MexicoConocimiento didáctico del contenido para dar significado a la multiplicación de fracciones. Un estudio de caso en MéxicoPedagogical KnowledgeMathematics Teacher PracticeTeaching of FractionsMultiplication of Fractions AlgorithmConocimiento DidácticoPráctica Docente en MatemáticasEnseñanza de las FraccionesAlgoritmo de la Multiplicación de Fracciones This paper aims to describe the pedagogical content knowledge when teaching the multiplication of fractions in elementary education. A sixth-grade teacher was observed and interviewed while working on this topic with students in a Mexican public school. As a part of the analysis, categories were derived from the literature and emerging subcategories from the data were implemented. The resulting categories were: knowledge for teaching fraction multiplication, knowledge of features of learning mathematics, and knowledge of fraction multiplication learning standards. The results show that teacher’s pedagogical knowledge is characterized by pedagogical strategies oriented to promote the learning of this mathematical object, the strategies that stood up from the rest are making discoveries and inferences as well as using strips of paper and geometrical figures to manipulate and visualize the multiplication of fractions algorithm. Through these strategies, the teacher gave the meaning of part of a whole and repeated addition to the multiplication of fractions.Este artículo tiene como objetivo describir el conocimiento didáctico del contenido, inmerso en la práctica docente para enseñar la multiplicación de fracciones en educación básica. Se observó y entrevistó a una profesora mexicana que trabajó este contenido con niños de sexto grado de primaria. Para el análisis, se implementaron categorías derivadas de la literatura y subcategorías emergentes de los datos: conocimiento de la enseñanza de la multiplicación de fracciones, conocimiento de las características del aprendizaje de las Matemáticas, y conocimiento de los estándares de aprendizaje de la multiplicación de fracciones. El conocimiento de la profesora se caracteriza por las estrategias didácticas que implementó para favorecer el aprendizaje de este objeto matemático, como la estrategia de descubrimiento e inferencias, así como el uso de tiras de papel y figuras geométricas para manipular y visual el algoritmo de la multiplicación de fracciones, y así darle significado como parte-todo y suma reiterada.Editora Unimontes2023-07-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.unimontes.br/index.php/emd/article/view/617110.46551/emd.v7n13a05Educação Matemática Debate; v. 7 n. 13 (2023): jan./dez.; 1-242526-6136reponame:Educação Matemática Debateinstname:Universidade Estadual de Montes Claros (UNIMONTES)instacron:UNIMONTESspahttps://www.periodicos.unimontes.br/index.php/emd/article/view/6171/6543https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BRinfo:eu-repo/semantics/openAccessPáez, David AlfonsoMedina Mendoza , Indira ViridianaPérez-Martínez , María Guadalupe2024-03-28T19:36:54Zoai:ojs2.periodicos.unimontes.br:article/6171Revistahttps://www.periodicos.unimontes.br/index.php/emdPUBhttps://www.periodicos.unimontes.br/index.php/emdrevista.emd@unimontes.br||2526-61362526-6136opendoar:2024-03-28T19:36:54Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES)false |
dc.title.none.fl_str_mv |
The role of pedagogical content knowledge on giving meaning to the multiplication of fractions. A case study in Mexico Conocimiento didáctico del contenido para dar significado a la multiplicación de fracciones. Un estudio de caso en México |
title |
The role of pedagogical content knowledge on giving meaning to the multiplication of fractions. A case study in Mexico |
spellingShingle |
The role of pedagogical content knowledge on giving meaning to the multiplication of fractions. A case study in Mexico Páez, David Alfonso Pedagogical Knowledge Mathematics Teacher Practice Teaching of Fractions Multiplication of Fractions Algorithm Conocimiento Didáctico Práctica Docente en Matemáticas Enseñanza de las Fracciones Algoritmo de la Multiplicación de Fracciones |
title_short |
The role of pedagogical content knowledge on giving meaning to the multiplication of fractions. A case study in Mexico |
title_full |
The role of pedagogical content knowledge on giving meaning to the multiplication of fractions. A case study in Mexico |
title_fullStr |
The role of pedagogical content knowledge on giving meaning to the multiplication of fractions. A case study in Mexico |
title_full_unstemmed |
The role of pedagogical content knowledge on giving meaning to the multiplication of fractions. A case study in Mexico |
title_sort |
The role of pedagogical content knowledge on giving meaning to the multiplication of fractions. A case study in Mexico |
author |
Páez, David Alfonso |
author_facet |
Páez, David Alfonso Medina Mendoza , Indira Viridiana Pérez-Martínez , María Guadalupe |
author_role |
author |
author2 |
Medina Mendoza , Indira Viridiana Pérez-Martínez , María Guadalupe |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Páez, David Alfonso Medina Mendoza , Indira Viridiana Pérez-Martínez , María Guadalupe |
dc.subject.por.fl_str_mv |
Pedagogical Knowledge Mathematics Teacher Practice Teaching of Fractions Multiplication of Fractions Algorithm Conocimiento Didáctico Práctica Docente en Matemáticas Enseñanza de las Fracciones Algoritmo de la Multiplicación de Fracciones |
topic |
Pedagogical Knowledge Mathematics Teacher Practice Teaching of Fractions Multiplication of Fractions Algorithm Conocimiento Didáctico Práctica Docente en Matemáticas Enseñanza de las Fracciones Algoritmo de la Multiplicación de Fracciones |
description |
This paper aims to describe the pedagogical content knowledge when teaching the multiplication of fractions in elementary education. A sixth-grade teacher was observed and interviewed while working on this topic with students in a Mexican public school. As a part of the analysis, categories were derived from the literature and emerging subcategories from the data were implemented. The resulting categories were: knowledge for teaching fraction multiplication, knowledge of features of learning mathematics, and knowledge of fraction multiplication learning standards. The results show that teacher’s pedagogical knowledge is characterized by pedagogical strategies oriented to promote the learning of this mathematical object, the strategies that stood up from the rest are making discoveries and inferences as well as using strips of paper and geometrical figures to manipulate and visualize the multiplication of fractions algorithm. Through these strategies, the teacher gave the meaning of part of a whole and repeated addition to the multiplication of fractions. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-07-04 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.periodicos.unimontes.br/index.php/emd/article/view/6171 10.46551/emd.v7n13a05 |
url |
https://www.periodicos.unimontes.br/index.php/emd/article/view/6171 |
identifier_str_mv |
10.46551/emd.v7n13a05 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
https://www.periodicos.unimontes.br/index.php/emd/article/view/6171/6543 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by-nc-sa/4.0/deed.pt_BR |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora Unimontes |
publisher.none.fl_str_mv |
Editora Unimontes |
dc.source.none.fl_str_mv |
Educação Matemática Debate; v. 7 n. 13 (2023): jan./dez.; 1-24 2526-6136 reponame:Educação Matemática Debate instname:Universidade Estadual de Montes Claros (UNIMONTES) instacron:UNIMONTES |
instname_str |
Universidade Estadual de Montes Claros (UNIMONTES) |
instacron_str |
UNIMONTES |
institution |
UNIMONTES |
reponame_str |
Educação Matemática Debate |
collection |
Educação Matemática Debate |
repository.name.fl_str_mv |
Educação Matemática Debate - Universidade Estadual de Montes Claros (UNIMONTES) |
repository.mail.fl_str_mv |
revista.emd@unimontes.br|| |
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1797174835054379008 |