Las fracciones musicales: una oportunidad para la enseñanza de la interpretación de la fracción como parte-todo

Abstract

This work aimed to propitiate the learning of fractions as part-whole concepts among fifth-grade students at the Suba Regional Academic Gymnasium. Musical theory elements, such as time signatures, beats per minute (bpm), ties, rests, and note durations, were utilized and manipulated to facilitate the understanding of homogeneous fractions. Additionally, iconic representations, grounded in Bruner's cognitive theory, were employed to address the stages of knowledge acquisition (enactive, iconic, and symbolic) and the levels of understanding in problem-solving (naive, beginner, and apprentice). The implementation of music theory in the classroom emerged as a developmental strategy, open to further refinement and continual exploration of alternative approaches to teaching and learning.