## Entorno virtual de aprendizaje como mediador en el sentido numérico de los números racionales en estudiantes de grado noveno

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Bernal Varela, Diana Elizabeth

Caro Moreno, Andrés Felipe

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#### Abstract

The research in pointed to stablish if there is a significant difference in the numeric sense levels of rational ones, when a senquence didactic is settled which embody an LVE, it is centered in attend a need that was identified among ninth graders, related with the comprehensive use of rational numbers in real contexts. That´s why, a sequence didactic is designed by a LVE that let to reinforce the numeric sense process on rational numbers and where the interpretations is taken from Kieren (1984). An implementation is made in two schools of Bogota, to two groups, one that develop the sequence by LVE and the other group that implemented jus the sequence. A methodological development is made from two lines, the first one, is the didactics of Mathematics and the second one, is the design and evaluation of LVE, from a mixed focus. Inside a data analysis, the results are seen by students who make the sequence gone through by LVE are major according to the only ones which work the sequence, so they settle in a sense numeric level major in the different interpretations of the rational number, then its strategies and argumentation at the moment to solve certain problems that require the rational ones in a specific context are more structured.

#### Abstract

The research in pointed to stablish if there is a significant difference in the numeric sense levels of rational ones, when a senquence didactic is settled which embody an LVE, it is centered in attend a need that was identified among ninth graders, related with the comprehensive use of rational numbers in real contexts. That´s why, a sequence didactic is designed by a LVE that let to reinforce the numeric sense process on rational numbers and where the interpretations is taken from Kieren (1984). An implementation is made in two schools of Bogota, to two groups, one that develop the sequence by LVE and the other group that implemented jus the sequence. A methodological development is made from two lines, the first one, is the didactics of Mathematics and the second one, is the design and evaluation of LVE, from a mixed focus. Inside a data analysis, the results are seen by students who make the sequence gone through by LVE are major according to the only ones which work the sequence, so they settle in a sense numeric level major in the different interpretations of the rational number, then its strategies and argumentation at the moment to solve certain problems that require the rational ones in a specific context are more structured.

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