Secuencia didáctica como estrategia para fortalecer las competencias argumentativas en el área de matemáticas
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El presente trabajo de investigación tuvo como propósito diseñar, aplicar y evaluar una secuencia didáctica orientada al fortalecimiento de las competencias argumentativas y la resolución de problemas matemáticos con fracciones en estudiantes de grado séptimo de una institución educativa del municipio de Quibdó. Para ello, se implementó un enfoque cuantitativo que combinó el análisis cuantitativo de cuestionarios tipo pre-test y pos-test con algunos aspectos del enfoque cualitativo de producciones estudiantiles, exposiciones orales y encuestas de percepción. Con el propósito de enriquecer los datos cuantitativos, cabe destacar que, la propuesta metodológica se estructuró en tres actividades centrales: “Los limones fraccionados”, “Bingo de fracciones” y “Cuento matemático con fracciones”, cada una de ellas diseñada para promover la comprensión conceptual, la representación gráfica junto con la aplicación contextual de operaciones básicas con fracciones. Los resultados evidenciaron que el grupo experimental, al que se aplicó la secuencia, alcanzó avances significativos respecto al grupo control especialmente en la capacidad de justificar procedimientos, representar de forma gráfica situaciones problemáticas y contextualizar el uso de las fracciones en la vida cotidiana. De la misma forma, se identificó que la estrategia generó motivación, trabajo colaborativo y una mayor apropiación del aprendizaje activo. La discusión permitió concluir que la secuencia sirvió no solo para medir el nivel de competencia de resolución de problemas, sino también potenciarlo, consolidando un aprendizaje más integral y significativo. En consecuencia, se recomienda la continuidad de esta propuesta con ajustes que fortalezcan la argumentación, la metacognición y la transferencia de conocimientos a escenarios más complejos.
The present research aimed to design, implement, and evaluate a didactic sequence oriented toward strengthening argumentation skills and problem-solving competence in mathematics with fractions among seventh-grade students of an educational institution in the municipality of Quibdó. Accordingly, a quantitative-methods approach was employed, combining pre-test and post-test questionnaires with qualitative data from student work, oral presentations, and perception surveys. It is worth noting that the methodological proposal was structured around three core activities: “Fractioned Lemons,” “Fraction Bingo,” and “Mathematical Story with Fractions,” each designed to foster conceptual understanding, graphical representation, and contextual application of basic operations with fractions. The results showed that the experimental group, to which the sequence was applied, achieved characteristic progress compared to the control group, particularly in the ability to justify procedures, represent problematic situations graphically, and contextualize the use of fractions in everyday life. Likewise, it was identified that the strategy fostered motivation, collaborative work, and greater appropriation of active learning. The discussion led to the conclusion that the sequence not only allowed measuring the level of problem-solving competence but also enhanced it, consolidating a more integral and meaningful learning process. Consequently, it is recommended to continue this proposal with adjustments that strengthen argumentation, metacognition, and the transfer of knowledge to more complex scenarios.
The present research aimed to design, implement, and evaluate a didactic sequence oriented toward strengthening argumentation skills and problem-solving competence in mathematics with fractions among seventh-grade students of an educational institution in the municipality of Quibdó. Accordingly, a quantitative-methods approach was employed, combining pre-test and post-test questionnaires with qualitative data from student work, oral presentations, and perception surveys. It is worth noting that the methodological proposal was structured around three core activities: “Fractioned Lemons,” “Fraction Bingo,” and “Mathematical Story with Fractions,” each designed to foster conceptual understanding, graphical representation, and contextual application of basic operations with fractions. The results showed that the experimental group, to which the sequence was applied, achieved characteristic progress compared to the control group, particularly in the ability to justify procedures, represent problematic situations graphically, and contextualize the use of fractions in everyday life. Likewise, it was identified that the strategy fostered motivation, collaborative work, and greater appropriation of active learning. The discussion led to the conclusion that the sequence not only allowed measuring the level of problem-solving competence but also enhanced it, consolidating a more integral and meaningful learning process. Consequently, it is recommended to continue this proposal with adjustments that strengthen argumentation, metacognition, and the transfer of knowledge to more complex scenarios.
Palabras clave
Fracciones, Argumentación matemática, Resolución de problemas, Secuencia didáctica, Aprendizaje activo, Educación matemática, Contexto escolar, Fractions, Problem solving, Mathematical argumentation, Didactic sequence, Active learning, Mathematics education, School context