Proposal for Updating Knowledge in Numerical Fields for Students of Pedagogy in Telesecundaria
Abstract
The present article shows a didactic sequence directed to the students of the degree in Teaching and Learning in Telesecundaria of the Escuela Normal Urbana Federal Prof. Rafael Ramírez of the city of Chilpancingo, Guerrero, with the purpose of systematizing their knowledge in the various numerical fields. The objective is to know and manage the classification of real numbers, because it is of utmost importance for teachers in training: if they know the characteristics of each one, they will be able to carry out the appropriate operations, without being confused between the various numerical fields. The present work is based on the theory of David Ausubel (Méndez, 1993), which deals with meaningful learning. Moreover, it is very common for high school students to confuse the rules of operation that apply to addition and subtraction, and use them to multiply and divide; this has an explanation, mathematical knowledge is like a spiral: each time it increases and the rules change, so each new number field represents a cognitive conflict for the student, in such a way that adding two numbers is not the same rule positives that add two fractions that have a different denominator. The result of the sum of two positive integers is also positive and is greater than any addend; while the sum of the fractions has another, very different procedure; in this case, the least common multiple and the equivalent fractions were used to calculate the sum. The same is true for the other number fields.
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