El tangram como unidad didáctica para profundizar el concepto de fracción propia

Abstract

The present project aims to determine the influence that the handling of concrete material, especially the tangram game, has on the introduction and exemplification of the concept of proper fraction in primary school students. To carry out this project, the collaboration of a mathematics teacher of these levels was requested to apply the research instruments to observe the level of apprehension of the concept of proper fraction and the relationships that can be established from this material (relationships order, equivalent fractions and sum of fractions). The material aims to extend the student's interpretation of the concept of proper fraction, which is obtained by dividing a unit (the whole) only in equal parts, by observing that the parts into which the game is divided have an equivalence relation between them . It can be determined that, at these ages, students are facilitated to understand a mathematical concept, by handling a specific material, where they evidence and demonstrate what they find in textbooks or in the explanations of their teacher.