Visual thinking to strengthen the learning of mathematical fractions in Secondary School Students

Abstract

This paper addresses a problem in the teaching-learning processes of mathematical fractions, an important factor in everyday life. A methodological strategy is proposed to strengthen the learning of mathematical fractions through visual thinking. A descriptive research study is presented with a quantitative approach, using a descriptive, non-experimental, cross-sectional design. Three teachers and 60 students were selected as subjects for this study using simple random probability sampling. Theoretical methods were applied to guide the research: induction, deduction, analysis, synthesis, empirical methods, observation, survey, and measurement; statistical methods: descriptive statistics; applied techniques: structured observation and survey; and instruments: observation guide, questionnaire. As a result of this research, the theoretical premise is established that visual thinking offers the best strategies for learning mathematical fractions. The diagnosis showed that middle school students at the José Peralta Educational Unit present difficulties in solving problems applied to everyday life. It is concluded that the constant practice of mathematical algorithms contributes to the formation of new mental frameworks, to comprehensive progress, and to the possibility of contributing to science.