The role of pedagogical content knowledge on giving meaning to the multiplication of fractions. A case study in Mexico

Detalhes bibliográficos
Autor(a) principal: Páez, David Alfonso
Data de Publicação: 2023
Outros Autores: Medina Mendoza , Indira Viridiana, Pérez-Martínez , María Guadalupe
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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spelling 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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