The objective of this paper was to analyze, from the taxonomy of Ribes and López (1985), the contents of the teaching of mathematical fractions in basic education. Based on the expected learning proposed in the plans to work on fractions, in addition to doing a review of the book of mathematical challenges to know the exercises that students have to do when working with the topic of fractions. After the review, the contents were classified according to the functional taxonomy. Starting from the idea that mathematics should be worked from substitute levels, having its own conventional means of contact, it was intended to find activities that promote such level of functional detachment. As main results it was found that the activities that promote books are not according to the expected learning outlined in the plans and programs; in addition to the fact that the activities in the textboo...

El presente trabajo tuvo por objetivo analizar desde la taxonomía de Ribes y López (1985), los contenidos de la enseñanza de fracciones matemáticas en sexto grado de primaria. A partir de los aprendizajes esperados propuestos en los planes y programas para trabajar fracciones, además de realizar una revisión del libro de desafíos matemáticos 6to grado, se identificaron los ejercicios que los estudiantes tienen que realizar al trabajar con el tema de fracciones. Posterior a la revisión, se clasificaron los contenidos de acuerdo con la taxonomía funcional. Partiendo de la idea que las matemáticas se deberían trabajar desde niveles sustitutivos, al contar con su propio medio de contacto convencional, se pretendía encontrar actividades que promovieran dicho nivel de desligamiento funcional. Como principales resultados se encontraron: 1. Las actividades que promueven los lib...

El objetivo del trabajo fue analizar la percepción del apoyo familiar al aprendizaje en 79 alumnos de 6to grado con aptitud intelectual superior de tres contextos educativos (escuela urbana pública y privada, y rural indígena) en Morelos, México. Los alumnos respondieron la prueba SAGES-2 (Johnson & Corn, 2001) y el Cuestionario de Apoyo Familiar de Bazán& Domínguez (2009). Solamente se encontraron diferencias significativas entre los contex- tos analizados en la percepción de la comunicación regular con maestros relacionada con la materia Español, que fue percibida con mayor frecuencia en el contexto de la escuela privada, respecto al público indígena, independientemente del área de capacidades detectada. Se enfatiza la urgencia de investigar las variables del contexto socioeconómico y familiar para la comprensión de la manifestación, desarrollo y educación de las altas ...

This work aimed to analyze the perceptions of family support of school learning in 79 high intellectual ability 6th grade students from three educational contexts in Morelos, Mexico: urban (public, private) and rural indigenous schools. The students answered the SAGES-2 (Johnson & Corn, 2001) and the Family Support Questionnaire of Bazán & Domínguez (2009). Significant differences were only found between the three contexts in the perception of regular communication with teachers in Language (Spanish), which wasperceived more frequently in students from private schools, regardless of the area of abilities. This communication was perceived the least in students from rural indigenous schools. The results emphasize the importance of family and socioeconomic variables to understand the manifestation, development, and education of high ability students from different cultural ...

This work aimed to analyze the perceptions of family support of school learning in 79 high intellectual ability 6th grade students from three educational contexts in Morelos, Mexico: urban (public, private) and rural indigenous schools. The students answered the SAGES-2 (Johnson & Corn, 2001) and the Family Support Questionnaire of Bazán & Domínguez (2009). Significant differences were only found between the three contexts in the perception of regular communication with teachers in Language (Spanish), which wasperceived more frequently in students from private schools, regardless of the area of abilities. This communication was perceived the least in students from rural indigenous schools. The results emphasize the importance of family and socioeconomic variables to understand the manifestation, development, and education of high ability students from different cultural ...