Narrativas sobre las dificultades en el aprendizaje de la división en jóvenes de grado once del Colegio Juana Escobar IED

Abstract

This paper reports on a study that concerns the narratives about learning difficulties related to division operation in a public school in Bogotá with eleventh graders. To that effect, the methodology is based on Ethnography at school and the processing of personal data is build on the conversational analysis of Tusón. In general, the narratives identified are placed within the Culture and Development categories. The analysis of the conversation made, suggests that the difficulties in learning division operation, reported in the theory, are supported in a conversational framework which invalues overlaps, self – assignment of the turn, silences and maintenance of the image on the part of students. One of the central findings is that difficulties in learning division operation have a sustenance in the language used by students and it demands further studies, apart from the study of cognitive categories.