Graduate and Improvement Office

Subject: Project Development in Mathematics Education

Professor: Leticia Monsalve

LEARNING DIVISIONS WITH

DECIMALS

ALUMNOS : Carla Cofre

Julio Cuevas
Cecilia Encina
Laura Millao
Daniela Vallejos

FECHA DE : 17 de Agosto del 2010

DELIVERY
CITY Santiago.
COUNTRY Chile.

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I.- Identification Data:

1.- Sector or area of specialty: MATHEMATICS

2.- Título del Proyecto: “Aprendiendo divisiones con decimales”

3.- Subsector: Mathematical Education.

4.- Learning Unit: Decimal Numbers

5.- Fecha de Inicio y Término del Proyecto: Lunes 4 de Octubre al Viernes 22 de

October.

Duration: 3 weeks, 15 teaching hours.

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II. THEORETICAL FRAMEWORK

The curriculum guidelines and didactic research propose the

development of competencies to be achieved by basic education students in
regarding decimal numbers.

The importance of studying these numbers in compulsory education is

widely recognized; on one hand, for the need to measure in a way
approximately continuous amounts, which implies addressing a matter of interest
practical (Centeno, 1988; Ferrari, 2006). On the other hand, from a perspective
theoretical, mathematics demands a generalization that allows to go
solving both the limitations that each theory shows for certain
advances, such as the necessary decontextualization, to solve problems of the
daily life.

Throughout the history of psychology, the study of mathematics has

has been carried out from different perspectives, sometimes conflicting, subsidiary to
the conception of learning on which they are based. Already in the initial period of the
scientific psychology there was a confrontation between the supporters of a
learning of basic mathematical skills based on practice and the
exercise and those who argued that it was necessary to learn some concepts and a
way of reasoning before moving to practice and that its teaching, therefore, is
should primarily focus on the meaning or the understanding of the
concepts.

Thorndike's learning theory. It is an associative type theory, and

his law of effect were very influential in the design of the curriculum of the
elementary mathematics in the first half of this century. The theories
behaviorists advocated for passive learning, produced by repetition of
stimulus-response associations and an accumulation of isolated parts, that
it involved a massive use of practice and reinforcement in tasks
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mnemonics, without the need to understand the underlying principles of
this practice neither provides a general explanation about the structure of the
knowledge to learn.

Browell opposed these theories, arguing for the necessity of a

meaningful learning of mathematics whose main objective should be the
cultivate understanding and not the mechanical procedures of calculation.

On the other hand, PIAGET also reacted against the postulates.

associationists, and studied the logical operations underlying many of the
basic math activities that he considered prerequisites for the
understanding of number and measurement. Although Piaget was not concerned about the
learning problems in mathematics, many of their contributions
are still relevant in the teaching of elementary mathematics and constitute a
legacy that has been incorporated into the educational world in a consubstantial way. Without

embargo, your statement that logical operations are a prerequisite for

building numerical and arithmetic concepts has been answered since
recent proposals that defend an integration model of
skills, where the development of numerical aspects is important
like the logical ones.

Regarding 'the operation', for Piaget, it is always integrated in a

system of other operations, and it is precisely because it is susceptible of
to group by what intuition becomes operation.

During the stage of concrete operations, children show a

greater capacity for logical reasoning, although still at a very level
concrete. The child's thinking remains linked to empirical reality. Inhelder
and Piaget (1958) wrote: "Concrete thinking remains linked
essentially to empirical reality... therefore, it reaches nothing more than a concept
of what is possible, which is a simple and not very large extension of the situation
empirical.

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 Other authors such as AUSUBEL, BRUNER, GAGNÉ, and VYGOTSKY, also
they were concerned about the learning of mathematics and about unraveling what it is
What do children really do when they engage in a mathematical activity?
abandoning the narrow framework of observable behavior to consider
internal cognitive.

Ultimately and as a summary, what matters is not the final result of the
behavior if the cognitive mechanisms that the person uses to carry out
that behavior and the analysis of possible errors in the execution of a task.

Children - adolescents transition from concrete real experiences to

think in more abstract logical terms. They are capable of using logic
proposed for the solution of hypothetical problems and to derive conclusions.
Problem-solving generates a process in which
they combine elements of knowledge, rules, techniques, skills, and concepts
previously learned to solve a new situation. This is how the
problem solving is considered the true essence of doing
mathematics. (Orton, 1990; González 1995).

There is currently a great interest focused on improving the

problem solving skills in schoolchildren.
To face problems and try to overcome them by seeking ways that
leading to a solution is one of the most typically human activities.
Solving a problem allows the development of thinking skills, problem-solving
a problem, whether mathematical or not, is an act of intelligence. This fact lies in the
the educational value of problems: the mental process that the individual must follow
for the discovery of the relationship that must be applied to solve it.
On the other hand, the resolution of problems related to a certain theory or
knowledge allows a deeper understanding, as well as visualizing its
applications to other situations and other disciplines, a fact in which its
utility value.

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 The statement 'Problem Solving' is used in different disciplines.
and professions, and it has different meanings. Although in mathematics the
problem solving is more specific, it is also open to different
interpretations. However, from an educational perspective, we can
find some common interpretations that consider the resolution of
problems as END, as PROCESS and as SKILL.
For organizational purposes, the problem-solving process is described.
in the following way: "to solve a problem is to analyze the situation with the
given information, establish relationships in simple situations,
to outline them in order to highlight the mathematical relationships that
describe, use these relationships and their properties to deduce the relationships
that are being sought.

Project Objectives:

Operate with non-integer amounts, using, according to the situation, numbers.

decimals.

To produce meaningful learning for students in the division of numbers

decimals applied to problem solving.

General Objective:

Identify and understand the division of decimal numbers, applying it to the

problem solving.

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Specific Objectives:

Solve exercises and problems of division of decimal numbers.

Justify and effectively communicate procedures and results of the

divisions of decimal numbers, emphasizing methodical work.

Explore different strategies to solve problems and systematize.

procedures, discovering regularities and patterns to organize and
analyze decimal type quantitative information.

Expected learnings Indicators

Use calculation procedures Perform mental and written calculations
mental of divisions with decimal numbers
and written to perform divisions of (a decimal digit) between 0 and 1 in the
positive decimal numbers in problem solving
the context of the resolution of
problems Interpret and justify results in
function of the context of the problem.

Use the calculator for studying.

of irregularities in the division of
decimal numbers.

Transform fractions into decimals and

decimals into fractions to solve
problems in diverse contexts that
involve multiplications and
divisions with these numbers.

Multiply and divide decimal numbers

positives using procedures of
calculation written in the resolution of
problems in diverse contexts.

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 Fundamental Vertical Objectives
Use mental and written calculation procedures to perform divisions of
positive decimal numbers in the context of problem solving and the
study of the regularity of this operation.

Mandatory Minimum Contents

Written, mental, and approximate calculation of divisions of decimal numbers

positives, combined operations with these numbers and application in
everyday contexts and use of the calculator or other tools
technologies for the study of regularities in the division of numbers
decimals.

Fundamental Cross-Cutting Objectives

Ethical training Growth and The person and the
self-affirmation environment
personal
Understand and value the Develop the capacity The interest in knowing the
perseverance, rigor and to solve problems, reality and use the
compliance, the creativity and the knowledge
flexibility and the capacity of
originality self-learning.

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9
III. Action Plan

Activity Expected learning Indicators Evaluation

Class No. 1.

Start: Recall concepts and Use calculation procedures Carry out operations of Formative assessment.
logarithms of a division, a mental and written to carry out division with numbers
through a power point division of decimal numbers natural and identifies its Direct observation
(annex 1). positives in the context of the basic concepts of the of group work and
Development: A ... is proposed. problem solving division. from the answers
challenge (division of decimal obtained.
by nature): They are given Use the calculator to
two problems are presented and the study of regularities
they using the in the division of numbers
calculator, divide a number decimals
decimal by a number
whole, then they create in a group
a procedure for
develop the division,
expose their mechanism to
his companions.
Final: Teacher proposes three
exercises that must
develop using your
own mechanism.

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 Class No. 2

Start: A power is presented. It uses calculation procedures. Perform mental calculations and Formative assessment.
point (annex 2) with the mental and written to execute writings of divisions with
development of a division divisions of decimal numbers decimal numbers (of a Through guide of
with decimal numbers positives in the context of the decimal figure) between 0 and 1 in exercises.
decimal dividend - divisor problem solving problem solving
natural) Direct observation
Development: They develop a guide of the development of the
of exercises (appendix 3) Interpret and justify strategies
applying the contents results based on the raised by the
previously delivered in context of the problem. students.
the power point.
The challenge is presented (a
problem) (annex 4) that
ellos en grupo resuelven y
they find the strategy to
develop a division
where the decimal is presented
in the divisor, for this
they will be able to use a calculator and
then they create their own
mechanism to solve it
in written form.
Final:
A plenary session is held in the
which are presented the
different strategies
used by the students,
to reach a common agreement.

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 Class No. 3

Start: Use calculation procedures Multiply and divide numbers Formative assessment.
A reinforcement guide is created mental and written to carry out positive decimals
of prior learnings divisions of decimal numbers using procedures of Through guide of
(annex 5) positives in the context of the written calculation in the exercises.
Development: problem solving problem solving in
The challenge is presented diverse contexts. Direct observation
(annex 6) that they in group of the development of the
they solve and find the Interpret and justify strategies
strategy for development results based on the raised by the
a division where the decimal context of the problem. students.
is present in the dividend and
divisor, for this they will be able to
use a calculator and then
create their own mechanism
to solve it in form
writing.
Final:
A plenary session is held in the
which are presented the
different strategies
used by the students,
to reach a common ground.

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 Class No. 4

Start: Use calculation procedures Multiply and divide numbers Formative assessment.
A PowerPoint is presented. mental and written to carry out positive decimals
(annex 7) with all the divisions of decimal numbers using procedures of Through the guide of
strategies of the divisions positives in the context of the calculation written in the Exercises No. 8.
of decimal numbers problem solving problem solving in
developed in the classes diverse contexts.
previous.
Interpret and justify
Development: results based on the
They develop a guide of context of the problem.
exercises and problems of
division of numbers
decimals (annex 8).

Final:
A discussion is held,
reviewing exercise guide
and problems.

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 Class No. 5

Start: Feedback. Use calculation procedures Multiply and divide numbers Summative assessment
A PowerPoint presentation is given. mental and written to carry out positive decimals writing.
(annex 7) with all the divisions of decimal numbers using procedures of
strategies of the divisions positives in the context of the calculation written in the
of decimal numbers problem solving problem solving in
developed in the classes diverse contexts.
previous ones.

Development:
Evaluation application
summative. (annex 9)

Class No. 6

Start: Plenary on the Use calculation procedures Self-assessment

difficulties present in the mental and written to carry out
evaluation. divisions of decimal numbers
positives in the context of the
Development: Correction of problem solving
summative assessment.
Self-application
evaluation (annex 10)

Final: Synthesis of
learning treated.

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IV. Execution Schedule

Activities Day Day 2 Day Day Day Day

1 3 4 5 6
Class No. 1
X

Class No. 2
X

Class No. 3 X

Class No. 4 X

Class No. 5 X

Class No. 6 X

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V. Bibliography
Texts

JIMÉNEZ MARTÍNEZ, Lorna. "Mathematics 6th basic education", Publisher

Santillana, Santiago 2010.

Websites

Sixth grade plans and programs:

[Link]

Divisions with decimal numbers:

[Link]

Problem solving:
[Link]
THEORETICAL FUNDAMENTALS
DE+DIVISION+CON+DECIMALES
oL_DXRZbVJQMMH6lQXA&hl=es&ei=9c5mTMnsPMO88gb9uc2yBA&sa=X&oi=b
ook_result&ct=result&resnum=2&ved=0CAoQ6AEwAQ#v=onepage&q&f=false

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VI. Annexes

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