Aplicación del método Singapur en la enseñanza de números fraccionarios en aulas inclusivas para estudiantes de octavo grado

Abstract

This study evaluated the effectiveness of the Singapore method in improving fraction learning among eighth-grade students in inclusive classrooms. A quantitative design with qualitative elements was implemented, using a randomized complete block model with pre- and post-tests on a sample of 32 students from an educational institution in the canton of Lomas de Sargentillo, Ecuador. The study was based on the Concrete-Pictorial-Abstract (CPA) approach of the Singapore method, applying differentiated strategies that included manipulative materials, visual representations, and collaborative activities adapted to address classroom diversity. The intervention was carried out over four weeks, evaluating specific components such as multiplication, division, combined operations, and problem solving with fractions. The results showed statistically significant improvements (p-value = 0.0004575) with a large effect size (Cohen's d = 1.626). The average score increased from 0.55 to 3.31 points out of 10, representing an improvement of 2.76 points. Component analysis showed consistent effectiveness in all areas evaluated, with particular effectiveness in problem solving (improvement = 0.86 points, p = 0.003). Student perceptions were highly positive (M = 4.26/5.0), highlighting improvements in motivation, conceptual understanding, and satisfaction with the methodology. Differential analysis confirmed that effectiveness was consistent regardless of gender, prior knowledge level, and presence of special educational needs, validating its applicability in inclusive contexts. Keywords: Singapore method, fractions, inclusive classrooms, Concrete-Pictorial-Abstract approach