Perspectivas de uso del aplicativo Fraction Strips en la enseñanza de fracciones

Nicol Gabriela Huarsaya-Jove; Micaela Yeri  Vilca-Valdez; Osbaldo  Turpo-Gebera

doi:10.37467/revvisual.v13.4987

Authors

Nicol Gabriela Huarsaya-Jove Universidad Nacional de San Agustín de Arequipa
Micaela Yeri Vilca-Valdez Universidad Nacional de San Agustín de Arequipa
Osbaldo Turpo-Gebera Universidad Nacional de San Agustín de Arequipa

DOI:

https://doi.org/10.37467/revvisual.v13.4987

Keywords:

Virtual manipulative, Teaching fractions, Teacher training, Elementary School Teachers, Fraction Strips, Digital skills, Peru

Abstract

The COVID-19 pandemic has exposed the digital divide and the limited tech- nopedagogical proficiency of teachers. To improve the teaching of fractions, thirty elementary school teachers were trained in the use of the Fraction Strips virtual manipulative. Phenomenology was used to assess their learning experiences and the dynamics of technological appropriation were recorded. The results showed a significant appropriation of the manipulative, the importance of multiple rep- resentations in the conceptual understanding of fractions and the promotion of meaningful and discovery learning. In conclusion, the training improved the teach- ers' digital competencies and pedagogical practices.

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