Desarrollo de la competencia comunicar en estudiantes de tercer grado de la Institución Educativa Cristóbal Colón, por medio del aprendizaje del concepto de división utilizando una situación didáctica

Abstract

La enseñanza de objetos matemáticos como las estructuras multiplicativas enfocadas en la división, se ve afectada por diversas dificultades de tipo procedimental como el tecnicismo y la mecánica y de tipo cognitivo como la poca comprensión de enunciados matemáticos, el desconocimiento del vocabulario propio del área, entre otras. Estas dificultades repercuten en los bajos resultados que se obtienen en las evaluaciones internas y externas y la dinámica de clase que se desarrolla cotidianamente, donde se evidencia la apatía de los estudiantes hacia las matemáticas. Las anteriores dificultades están relacionadas con la competencia matemática comunicar, que de acuerdo a lo planteado por el Ministerio de Educación Nacional es uno de los procesos más importantes para resolver problemas matemáticos.

The teaching of mathematical objects as the multiplication structures division is affected by various procedural difficulties, such as technicality and mechanics, and cognitive type as the little understanding of mathematical statements, the Ignorance of the area's own vocabulary, among others. These difficulties have an impact on the low results obtained in internal and external assessments and in class dynamics, in which students ' apathy towards mathematics is evidenced. The previous difficulties are related to the mathematical competence to communicate, which according to what is raised by the men is one of the most important processes to solve mathematical problems. As a solution proposal, activities were raised for a problem-solving didactic situation through the division, which was applied to third grade students. The theoretical basis of this didactic situation was the theory of Guy Brousseau and the theory of semiotic records of representation in mathematics of Raymond Duval. The contributions of these two theories were united to design and apply a graphic of symbolic representation that empowered students to learn the concept of division. Contributing directly to the development of the competition to communicate.