El saber pedagógico y didáctico de los maestros en el proceso de enseñanza de los números fraccionarios : caso. Escuela Normal Superior de Urabá (ENSUR) Grado 5°

Abstract

The present investigation is a case study of two teachers who teach the area of mathematics in the 5th grade of the ENSUR in the District of Turbo, Antioquia, Colombia. It has an exploratory and descriptive scope; it was developed from the application of interview, field observation and documentary review, arguing the analysis in articulation with the Theory of Situations Didactic of Brousseau (1970). ). The main objective is to characterize the way in which teachers perform the teaching of fractional numbers, taking into account the referents of educational quality, as well as the opportunity to strengthen pedagogical and didactic processes, motivate self-reflection of teaching area to transform the dynamics oriented to obtain better academic results in the subject of fractionaries for 5th, starting from a reflection and putting into practice of pedagogical, didactic and disciplinary knowledge based on Brousseau (1970). Part of the results of this research is aimed at defining own characteristics related to the profile and the development of pedagogical and didactic practice regarding the subject under study. The usefulness and impact of this research, seek to be a contribution to the metacognitive reflection of teachers.