APRENDIENDO EL MODELO PARTE-TODO DE LAS FRACCIONES A PARTIR DE UNA TAREA CON BANDERAS DEL MUNDO.

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Bibliographic Details
Title:	APRENDIENDO EL MODELO PARTE-TODO DE LAS FRACCIONES A PARTIR DE UNA TAREA CON BANDERAS DEL MUNDO.
Alternate Title:	LEARNING THE PART-WHOLE MODEL OF FRACTIONS THROUGH A TASK WITH WORLD FLAGS.
Authors:	Guerreiro, António¹ aguerrei@ualg.pt, Martínez-Jiménez, Enrique² enrique.martinez@uco.es
Source:	Contextos Educativos. 2025, Issue 35, p117-138. 22p.
Subject Terms:	Basic education, Compulsory education, *Primary education, Phenomenology, Rational numbers
Abstract (English):	This article aims to present a contextualised task for learning the partwhole model of fractions based on the use of national flags, and to analyse the resolution strategies and levels of difficulty that arise from its implementation in different educational contexts. The results obtained are analysed from a qualitative phenomenological approach, obtaining evidence of the level of reasoning about fractions put into practice. The task, originally designed for compulsory basic education, is based on the question What fraction of the flag occupies the colour red? in front of a selection of different flags. In order to identify specific fraction calculation strategies, this task was implemented with students in basic education and both pre-service and in-service teachers in Spain and Portugal. Six different resolution strategies were identified: visual, decomposition, recomposition, operational, measurement with a graduated ruler and fractional measurements. Likewise, different levels of difficulty were identified depending on whether the flags require graphic strategies or knowledge of geometric properties to calculate the fraction. The proposal favours the development of skills in the calculation, measurement and estimation of fractions and is adaptable to different grades, from 3rd year of primary or basic education onwards, by modifying the selection of flags. The predominance of visual, decompositional and operational additive strategies was observed among students and trainee teachers. The transformation of geometry by recomposition and the use of a graduated ruler to calculate triangular areas were also observed in pre-service and in-service teachers. Notably absent across all participant groups were fractional measurement strategies, as well as subtractive, multiplicative, and quotient-based approaches. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	Este artículo tiene como objetivos presentar una tarea contextualizada para el aprendizaje del modelo parte-todo de las fracciones basada en el uso de banderas de países, y analizar las estrategias de resolución y los niveles de dificultad que surgen de su implementación en diversos contextos educativos. Los resultados obtenidos se analizan desde un enfoque cualitativo fenomenológico, obteniéndose evidencias del nivel de razonamiento sobre las fracciones puesto en práctica. La tarea, originalmente diseñada para educación básica obligatoria, parte de la pregunta ¿Qué fracción de la bandera ocupa el color rojo? ante una selección de diversas banderas. Con el objetivo de identificar estrategias específicas de cálculo de fracciones, se puso en práctica esta tarea con alumnado de educación básica, profesorado en formación y profesorado en servicio de España y Portugal. Se identificaron seis estrategias de resolución diferentes: visual, de descomposición, de recomposición, operacionales, de medición con regla graduada y de mediciones fraccionarias. Asimismo, se identificaron distintos niveles de dificultad en función de si las banderas requieren para el cálculo de la fracción estrategias gráficas o de conocimiento de propiedades geométricas. La propuesta favorece el desarrollo de competencias en cálculo, medida y estimación de fracciones y es adaptable a distintos cursos, a partir de 3° de educación primaria o básica, modificando la selección de banderas. Se observó en el alumnado y el profesorado en formación el predominio de estrategias visuales, de descomposición y operacionales aditivas. También se observó en el profesorado en formación y en servicio la transformación de la geometría por recomposición y el uso de regla graduada para el cálculo de áreas triangulares. Destaca en los resultados la no aparición de estrategias de mediciones fraccionarias, así como sustractivas, multiplicativas y cocientes en ninguno de los colectivos participantes. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This article aims to present a contextualised task for learning the partwhole model of fractions based on the use of national flags, and to analyse the resolution strategies and levels of difficulty that arise from its implementation in different educational contexts. The results obtained are analysed from a qualitative phenomenological approach, obtaining evidence of the level of reasoning about fractions put into practice. The task, originally designed for compulsory basic education, is based on the question What fraction of the flag occupies the colour red? in front of a selection of different flags. In order to identify specific fraction calculation strategies, this task was implemented with students in basic education and both pre-service and in-service teachers in Spain and Portugal. Six different resolution strategies were identified: visual, decomposition, recomposition, operational, measurement with a graduated ruler and fractional measurements. Likewise, different levels of difficulty were identified depending on whether the flags require graphic strategies or knowledge of geometric properties to calculate the fraction. The proposal favours the development of skills in the calculation, measurement and estimation of fractions and is adaptable to different grades, from 3rd year of primary or basic education onwards, by modifying the selection of flags. The predominance of visual, decompositional and operational additive strategies was observed among students and trainee teachers. The transformation of geometry by recomposition and the use of a graduated ruler to calculate triangular areas were also observed in pre-service and in-service teachers. Notably absent across all participant groups were fractional measurement strategies, as well as subtractive, multiplicative, and quotient-based approaches. [ABSTRACT FROM AUTHOR]
ISSN:	1575023X
DOI:	10.18172/con.6499