El Aprendizaje Basado en Problemas como metodología para mejorar el aprendizaje de operaciones con fracciones

Subjects like mathematics are often considered complicated due to the limited application of teaching strategies in the classroom, which leads to a certain lack of motivation among students to learn. For this reason, it is necessary for teachers to stay updated both in pedagogical areas and in theirsubject knowledge, so that students can acquire meaningful learning. The main objective of this research was to analyze the Problem-Based Learning methodology as a teaching strategy to facilitate the learning process of fractions for eighth-grade students. To achieve this, a quantitative research study was conducted with a quasi-experimental design and descriptive-explanatory scope. The instruments used in the research were two structured tests: one diagnostic and another at the end. The selected population consisted of 70 students from the eighth year of basic education at the “Hermano Miguel” La Salle Educational Unit in Atuntaqui, divided into 35 students in the “B” control group and 35 students in the “A” experimental group. The experimental group was taught using the Problem-Based Learning methodology, relating the content of fractions to various local themes, while the control group received normal classes. At the end of the intervention, it was evident that the experimental group of students was able to achieve and even master the required learning outcomes (AAR) (DAR). This demonstrates that Problem-Based Learning offers significant advantages and improves students' performance in the learning process.