Narrativa transmedia para la reconceptualización de la fracción como relación parte-todo en docentes rurales de 4.°

Abstract

This in-depth study focuses on the reconceptualization of fractions as a part-whole relationship among rural 4th-grade teachers, utilizing a training approach based on transmedia storytelling. The study arose from the need to strengthen how teachers understand and teach this concept—particularly given that fractions are often approached solely through algorithms, while the relationship between the reference unit and the whole, continuous and discrete contexts, and various representational forms (such as the number line) are frequently overlooked. To address this, a qualitative, descriptive study was conducted in four stages: identifying the teachers' existing understandings, designing the training proposal, implementing the transmedia narrative, and analyzing the resulting shifts in conceptual understanding. The training proposal comprised a book, a comic, and a transmedia activity created using Genially; these elements contextualized the material for the teachers while fostering their participation and driving their learning. The results showed that the teachers re-examined their initial ideas and advanced their understanding of key fractional attributes, such as recognizing the whole, maintaining the unit, understanding part equivalence, and grasping the concept of a part functioning as a new whole. Consequently, the study concludes that transmedia storytelling facilitated a relatable, reflective, and situated learning experience, contributing to the reconceptualization of part-whole fractions and improving mathematics classroom practice in rural contexts.