Causes and Effects of the Division Algorithm Applied in Ecuadorian Education

Autor/inn/en	José, Mendoza Velazco Derling; Francisca, Cejas Martínez Magda; Mercedes, Navarro Cejas; Mayrene, Flores Hinostroza Elizeth; Vladimir, Vega Falcón
Titel	Causes and Effects of the Division Algorithm Applied in Ecuadorian Education
Quelle	In: International Journal of Instruction, 13 (2020) 3, S.61-74 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Division; Instructional Effectiveness; Mathematics Instruction; Foreign Countries; Elementary School Students; Elementary School Teachers; Grade 3; Grade 4; Numbers; Teaching Methods; Critical Thinking; Ecuador + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Mathematics lessons; Mathematikunterricht; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Zahlenraum; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken
Abstract	The objective of this research was to analyze the causes and consequences of the systematic process of teaching and learning of the division of whole numbers, a study aimed at students and teachers of the 3rd and 4th level of basic education. For its development the qualitative paradigm was used through the modality of field research. As informants, twenty (20) students and two (2) teachers participated. All participants are enrolled in the 3rd and 4th level of the Giordano Bruno School located in the city of Quito, Ecuador. To collect the information, the observation technique and the semi-structured interview were used, and the instruments were subjected to a validity process, where the triangulation was applied. The results were analyzed to give an answer to the proposed objective of the manuscript, where the teaching-learning method applied to the students is presented as a critical-constructivist model, but in reality, a mechanic-academicist education system is used. It was evidenced that teachers shorten the logical processes of the division of whole numbers, by the time-space factor. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01