Estudio comparativo del aprendizaje de decimales en Perú y Colombia en zonas rurales: impacto de la moneda, perspectivas docentes y análisis curricular

Abstract

This research aimed to compare the learning of decimal numbers in students from rural schools in Peru and Colombia, based on the influence of the economic context and local currency. Diagnostic tests were administered, teachers were interviewed, and a curriculum analysis was conducted in both countries. Methodologically, the study employed a mixed-methods approach and a comparative case study design, integrating quantitative and qualitative methods to obtain a more comprehensive understanding of the phenomenon. The diagnostic tests measured students' level of comprehension using a rubric with performance indicators, while the semi-structured interviews allowed for the identification of the pedagogical conceptions and strategies used by rural teachers. The instruments were designed considering the theoretical frameworks of Duval and Castaño, as well as the curriculum guidelines of Peru and Colombia, and included contextualized situations that linked decimals to real-world practices such as the use of currency, measurement, and the preparation of traditional recipes. The results show that Peruvian students perform better in calculating and ordering decimal numbers, aided by the everyday use of a currency with decimal values. In contrast, Colombian students, whose currency practically lacks cents, face a more abstract learning experience. However, difficulties in comparing decimals persist in Peru, indicating that the monetary context fosters certain skills but does not guarantee complete mastery. In conclusion, currency constitutes a significant teaching resource in the initial instruction of decimals, although it requires the support of sound pedagogical strategies to ensure lasting conceptual understanding.