Didactic proposal to overcome the difficulties in the learning of Area and Volume in Spanish Primary Education students

Abstract

This work presents a proposal for a didactic intervention in the frame of the anthropological theory of the didactic (ATD) (Chevallard, 1999; Chevallard, et al., 2015) for the teaching of area and volume in Primary Education (P.E.). The ATD considers the educational institution to be as fundamental as other context aspects in the teaching-learning process. Therefore, in the framework of the ATD, it is not allowed to obviate the institutional restrictions where the educational process is to be developed (Chevallard, 1999). For that reason, in this work the investigation has been developed on the design of a didactic proposal, which could be carried out in the ordinary teaching, in an ordinary center, with its perturbations and ordinary systemic limitations, taking the investigation tools and methods to the institutional and social frame. It has been done by following the ideas of Chevallard (1999), who indicates that institutional borders can be crossed, while remaining inside the systemic structure. The investigation was focussed in the teaching work, which consisted on the creation of didactic situations

Valoración de una intervención didáctica en medición mediante un diseño pre-experimental

“…La secuencia didáctica debía atravesar transversalmente varios niveles y unidades didácticas, a partir de una selección explícita de situaciones didácticas (Brousseau, 1986). Esta parte de la investigación se concretó en la creación de una "Propuesta de intervención didáctica para superar las dificultades en el aprendizaje de Área y Volumen en Educación Primaria" (Rieiro-Marín, Ocaña, García-Moya, y Fernández-Cézar, 2019).…”