This pedagogical proposal was implemented in the curricular space of mathematics,in the first year of the basic cycle of the pluricurso in IPEM 116“Manuel Belgrano”Rural Annex Punta del Agua,with Orientation Agro Am...This pedagogical proposal was implemented in the curricular space of mathematics,in the first year of the basic cycle of the pluricurso in IPEM 116“Manuel Belgrano”Rural Annex Punta del Agua,with Orientation Agro Ambiente,Department Third Arriba,province of Córdoba,República Argentina.It was developed according to the difficulties shown by students in not being able to establish the relationship that exists between natural,fractional,decimal and percentage numbers.Faced with this situation,it is proposed to develop the Cuisenaire Rule as a teaching resource in order to stimulate and develop the logical capacities in students within the framework of thoughtful and operational mathematical thinking by applying it in the resolution of specific learning situations.The construction and application of this resource allowed them to develop the understanding and assimilation of concepts in which they presented difficulties promoted learning and taking of.展开更多
文摘This pedagogical proposal was implemented in the curricular space of mathematics,in the first year of the basic cycle of the pluricurso in IPEM 116“Manuel Belgrano”Rural Annex Punta del Agua,with Orientation Agro Ambiente,Department Third Arriba,province of Córdoba,República Argentina.It was developed according to the difficulties shown by students in not being able to establish the relationship that exists between natural,fractional,decimal and percentage numbers.Faced with this situation,it is proposed to develop the Cuisenaire Rule as a teaching resource in order to stimulate and develop the logical capacities in students within the framework of thoughtful and operational mathematical thinking by applying it in the resolution of specific learning situations.The construction and application of this resource allowed them to develop the understanding and assimilation of concepts in which they presented difficulties promoted learning and taking of.
