Organizing Students of Primary Education Major to Design Situations of Teaching Fractions in the Direction of Connecting to the Real World

Abstract

In this article, we first learn about teaching situations and situations of teaching mathematics in combination with the real world, which are related to the professions of teachers in general, primary teachers in particular. Next, we study the content and role of fractions in the subject of mathematics at Vietnam's primary level, thence, we analyze the situations of teaching fractions in combination with the real world. On this basis, we propose a process of organizing students of primary education major to design teaching situations of fractions towards connecting to to the real world. To test the validity of this process, we conducted an experiment with the steps of the process for students through professional training activities in classroom. Thereby, to contribute to train the teaching ability for students of primary education major, help them be able to adapt to the development of the mathematics curriculum soon and teach the knowledge of fractions at primary level better in the near future.

Conocimiento especializado del profesor de matemáticas al analizar una secuencia de suma de fracciones

“…En la investigación se adopta un enfoque cualitativo, bajo un paradigma de tipo interpretativo (Bassey, 2003), dado que ha de permitir comprender e interpretar la naturaleza del conocimiento especializado de los profesores a intervenir. Se realiza un estudio de caso de tipo instrumental (Stake, 1995), en el cual la información que proporcionen los participantes sirva para realizar un proceso de abstracción que proporcione información suficiente para caracterizar los conocimientos que movilizan los docentes.…”