Resources in the classroom for the teaching of fractions in the average basic general education of the public education institutions of the city of Latacunga, Ecuador

Abstract

This article discusses one of the topics in the area of mathematics, specifically   the study of fractions, in which students within the conventional school system show difficulties to learn. The conventional way of teaching fractions creates struggle for students due to the different interpretations that can be presented; As a result, repulsion to mathematics, anguish and rejection on the part of the students are fused, which it is reflected in the low performance at the time of being evaluated on the subject.

This study is based on a survey of 54 teachers from the Government Educational Units of General Basic Education (EGBM) of the city of Latacunga, Province of Cotopaxi, with the purpose of obtaining information on the materials and resources they use in the learning of the fractions. The quantitative and qualitative methodologies were combined and the conceptions regarding the teaching of fraction learning were investigated, through direct and descriptive research using research techniques such as the questionnaire and observation, and it was determined that the use of materials really It is important for the teaching of fractions, since the teachers attribute that the difficulties that children have to handle the concept of fractions are linked to the null use of manipulative materials.