Examinando por Autor "Clavijo, William Orlando"
Mostrando 1 - 1 de 1
Resultados por página
Opciones de ordenación
- ÍtemOVA para la enseñanza del concepto de área en el grado cuarto “de lo cotidiano a la abstracción”Clavijo, William Orlando; Ibañez Velandia, Aura YanethThe present project has been generated from the daily pedagogical practice carried out in the Estanislao Zuleta School District Educational Institution, which is located in the fifth locality (Usme) of the city of Bogotá D.C. , in this Institution it was possible to demonstrate the difficulty in the students of the fourth grade of primary school to understand in a pertinent way the concept of area as a measure of the surface magnitude, this situation serves as a basis to propose an initiative that leads to the search of a strategy pedagogical that integrates technological tools, with the aim of enabling an appropriate context for a relevant didactic of teaching the concept of area. The problematic evidenced is synthesized initially by means of the following questioning: How the Virtual Learning Object allows to strengthen the understanding of the concept of area, in the subject of Mathematics, in the students of the fourth grade of the elementary school of the Estanislao Zuleta School District Educational Institution? The search for an answer to this question makes it possible to define a clear purpose, which serves as a goal to structure a clearly intentional didactic sequence in which it seeks to design and implement a virtual learning object as a pedagogical strategy of meaningful learning mathematical work in the context above. Mentioned, that allows both teachers and fourth grade students to recreate a new way of approaching the concept of area in a pleasant, meaningful learning and reflective manner. The design of the proposal followed the guidelines of the methodology based on the I-A-Ped that includes in all the prototypes of this, three phases that are repeated again and again, always in order to transform the practice and seek to improve it permanently. These phases are: the reflection on a problematic area, the planning and the execution of alternative actions to improve the problematic situation. The final result of the project is a didactic sequence that starts in the classroom and ends with the implementation of an OVA, this sequence takes into account the particularity of starting a work with concrete and everyday elements, to culminate in the last one with a process of Abstraction through purely virtual activities in which the student can perform the process of calculating areas with a high component of abstraction.