Model for the development of the calculation skill with fractional numbers in primary education (Original)

Abstract

Despite the implementation of the plan of continuous improvement of the National Education System and the advances of Cuban pedagogical science, in the teaching of Mathematics, it is observed that there are still insufficiencies in the learning of this subject in the school children of the primary level. The article addresses the insufficiencies in the teaching of arithmetic in school students, which limit the appropriation of mathematical knowledge and its application to the solution and assessment of exercises and problems. Its objective is the elaboration of a didactic model for the development of the calculation skill with fractional numbers in Primary Education, which reveals the relationships that are manifested among the components Structuring the knowledge system, Structuring the affective-cognitive-motivational relationships and Didactic-methodological structuring, through a didactic procedure with a conceptual-practical-contextual approach. It provides an epistemological logic for the development of the calculation skill with fractional numbers, which offers new qualities based on the relationship between the traditional treatment and the conceptual-practical-contextual approach, based on the didactic structuring of the skill. The population consists of 120 school children and eight teachers who teach classes in the eight groups of the second cycle, belonging to the primary school Ciro Redondo García,   municipality of Bayamo, Granma province.
Keywords: development; calculation skill; primary education