La resolución de problemas aritmético – algebraicos y las estrategias de aprendizaje en matemáticas. Un estudio en educación secundaria obligatoria (ESO)

Referencias

Ahmed, W., van der Werf, G., Kuyper, H. & Minnaert, A. (2013). Emotions, self - regulated learning, and achievement in mathematics: A growth curve analysis. Journal of Educational Psychology, 105 (1), 150-161. doi: 10.1037/a0030160 Areepattamannil, S. & Caleon, I. S. (2013). Relationships of cognitive and metacognitive learning strategies to mathematics achievement in four high - performing East Asian education systems. The Journal of genetic psychology, 174 (6), 696-702. doi: 10.1080/00221325.2013.799057 Badia, A., Álvarez, I., Carretero, R., Liesa, E., & Becerril, L. (2012). Del aprendiz estratégico al aprendiz competente. En Estrategias y competencias de aprendizaje en educación (pp. 17-38). Madrid: Editorial Síntesis. Balam, E. (2015). Learning Strategies and Motivation of Graduate Students: Is Gender a factor. Institute for Learning Styles Journal, 1, 1-9. Baroody, A., Feil, Y., & Johnson, A. R. (2007). An alternative reconceptualization of procedural and conceptual knowledge. Journal for Research in Mathematics Education, 38 (2), 115-131. Bednarz, N., & Janvier, B. (1996). Emergence and development of algebra as a problem - solving tool: continuities and discontinuities with arithmetic. En N. Bednarz, C. Kieran, & L. Lee (Eds.), Approaches to algebra, perspectives for research and teaching (pp. 115-136). Dordrecht: Kluwer. Berger, J. & Karabenick, S.A. (2011). Motivation and student's use of learning strategies: Evidence of unidirectional effects in mathematics classroom. Learning and Instruction, 21 (3), 416-428. doi: 10.1016/j.learninstruc.2010.06.002 BOPV (2007). Currículo de matemáticas en la ESO. Boletín Oficial del País Vasco, suplemento n.º 218. Obtenido de http://www.euskadi.eus BOPV (2016). Currículo de Educación Básica. Boletín Oficial del País Vasco, nº 9, 2016 / 141. Obtenido de http://www.euskadi.eus Carraher, D. W., Martinez, M. V., & Schliemann, A. D. (2008). Early algebra and mathematical generalization. ZDM, 40 (1), 3-22. doi: 10.1007/s11858-007-0067-7 Chen, Z. (1999). Schema induction in children's analogical problem solving. Journal of Educational Psychology, 91 (4), 703-715. doi: 10.1037/0022-0663.91.4.703 Chiu, M. M., Wing - Yin, B., & McBride - Chang, C. (2007). Universals and specifics in learning strategies: Explaining adolescent mathematics, science, and reading achievement across 34 countries. Learning and Individual Differences, 17, 344-365. doi: 10.1016/j.lindif.2007.03.007 Czuchry, M. & Dansereau, D. F. (1998). The generation and recall of personally relevant information. The Journal of experimental education, 66 (4), 293-315. doi: 10.1080/00220979809601403 Davidson, J. E. & Sternberg, R. J. (1998). Smart problem solving: How metacognition helps. Metacognition in educational theory and practice (pp. 47-68). New Jersey: LEA. Deulofeu, J., Figueiras, L., & Pujol, R. (2011). De lo previsible a lo inesperado en un contexto de resolución de problemas. Uno, 58, 84-97. Efklides, A. (2001). Metacognitive experiences in problem solving: Metacognition, motivation, and self - regulation. En A. Efklides, J. Kuhl, y R. M. Sorrentino (Eds.), Trends and prospects in motivation research (pp. 297-323). Dodrecht: The Netherlands, Kluwer. doi:10.1007 / 0 306-47676-2_16 Elichiribehety, I., & Otero, M. R. (2004). La relación entre los marcos de resolución y los modelos mentales en la enseñanza del álgebra. Educación Matemática, 16 (1), 29-58. Obtenido de http://www.redalyc.org/articulo.oa?id=40516102 European Commission (2006). Key competences for lifelong learning: A European Reference Framework. Brussels: European Commission. Obtenido de http://eurlex.europa.eu/legal-content/EN/TXT/?uri=uriserv:c11090 Field, A. (2009). Non - parametric tests. En Discovering statistics using SPSS (pp. 539-583, 3ª edición). London: Sage. doi: 10.1111/j.1365-2648.2007.04270_1.x Filloy, E., Rojano, T., & Puig, L. (2008). Educational algebra: A theoretical and empirical approach. New York: Springer Verlag. Flavell, J. H. (1979). Meta - cognitive and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 31, 906-911. doi: 10.1037/0003-066x.34.10.906 Gargallo, B. (2012). Un aprendiz estratégico para una nueva sociedad. Tesi 13 (2), 246-272. Garofalo, J. & Lester Jr, F. K. (1985). Metacognition, cognitive monitoring, and mathematical performance. Journal for research in mathematics education, 16 (3), 163-176. doi: 10.2307/748391 Gasco, J. (2014). Diferencias en la resolución de problemas algebraicos en función del sexo en estudiantes de Educación Secundaria. Aula Abierta, 42 (2), 77-82. doi: 10.1016/j.aula.2014.02.001 Gasco - Txabarri, J., Ros, I., & Goñi, A. (2017). Cuestionario de Estrategias de Aprendizaje para las Matemáticas (CEAMA): measure and properties of an adaptation of Spanish questionnaire / Cuestionario de Estrategias de Aprendizaje para las Matemáticas (CEAMA): medida y propiedades de una adaptación en lengua castellana. Cultura y Educación, 29 (1), 183-209. doi: 10.1080/11356405.2016.1274145 Gasco, J. & Villarroel, T. (2012). Algebraic problem solving and learning strategies in compulsory secondary education. Procedia - Social and Behavioral Sciences, 46, 612-616. doi: 10.1016/j.sbspro.2012.05.172 Informe PISA (2009). Programa para la Evaluación Internacional de los Alumnos. Gobierno de España. Obtenido de http://www.leadquaed.com/docs/pisa/pisa2009.pdf Inglés, C. J., Martínez - González, A. E., & García - Fernández. J. M. (2013). Conducta prosocial y estrategias de aprendizaje. European journal of educational psychology, 6 (1), 33-53. doi: 10.1174/021037008786140968 Jennings, S. & Dunne, R. (1996). A critical appraisal of the national curriculum by comparison with the french experience. Teaching Mathematics and Its Applications, 15 (2), 49-55. doi: 10.1093/teamat/15.2.49 Knuth, E. J., Alibali, M. W., Mcneil, N. M., Weinberg, A., & Stephens, A. C. (2005). Middle school students understanding of core algebraic concepts: equivalence and variable. ZDM, 37 (1), 68-76. doi: 10.1007/978-3-642-17735-4_15 Khng, K. H. y Lee, K. (2009). Inhibition interference from prior knowledge: Arithmetic intrusion in algebra word problem solving. Learning and Individual Differences, 19, 262-268. doi: 10.1016/j.lindif.2009.01.004 Kramarski, B. & Mevarech, Z. R. (2003). Enhancing mathematical reasoning in the classroom: The effects of cooperative learning and metacognitive training. American Educational Research Journal, 40 (1), 281-310. doi: 10.3102/00028312040001281 Lai, K., Griffin, P., Mak, A., Wu, M., & Dulhunty, M. (2001). Modelling strategies in problem solving. Texto presentado en Annual Conference of the Australian Association for Research in Education. Perth, Australia. Liu, O. L. (2009). Evaluation of a learning strategies scale for middle school students. Journal of Psychoeducational Assessment, 27(4), 312-322. doi: 10.1177/0734282908327935 Mayer, R. (1986). Pensamiento, resolución de problemas y cognición. Barcelona: Paidós. McAfee, O. & Leong, D. J. (1994). Assessing and guiding young children's development and learning. Boston: Allyn & Bacon. Murayama, K., Pekrun, R., Lichtenfeld, S., & Vom Hofe, R. (2013). Predicting long - term growth in students' mathematics achievement: The unique contributions of motivation and cognitive strategies. Child Development, 84 (4), 1475-1490. doi: 10.1111/cdev.12036 NCTM - National Council of Teachers of Mathematics (2000). Principles and standards for school mathematics. Reston, VA: Author. Núñez Pérez, J. C., González Pienda, J. A., García Rodríguez, M., González Pumariega, S., Roces Montero, C., Álvarez Pérez, L., & González Torres, M. D. C. (1998). Estrategias de aprendizaje, autoconcepto y rendimiento académico. Psicothema, 10 (1), 97-111. Pape, S. J. (2004). Middle school children's problem - solving behavior: A cognitive analysis from a reading comprehension perspective. Journal for Research in Mathematics Education, 35 (3), 187-219. doi: 10.2307/30034912 Perels, F., Gürtler, T., & Schmitz, B. (2005). Training of self - regulatory and problem - solving competence. Learning and Instruction, 15, 123-139. doi: 10.1016/j.learninstruc.2005.04.010 Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801-813. doi: 10.1177/0013164493053003024 Puteh, M. & Ibrahim, M. (2010). The usage of self - regulated learning strategies among form four students in the mathematical problem - solving context: a case study. Procedia: Social and Behavioral Sciences, 8, 446-452. doi: 10.1016/j.sbspro.2010.12.061 Radford, L. (2011). Grade 2 student's non - symbolic algebraic thinking. En Early algebraization (pp. 303-322). Springer Berlin Heidelberg. doi: 10.1007/978-3-642-17735-4_17 Radford, L. (2014). The progressive development of early embodied algebraic thinking. Mathematics Education Research Journal, 26 (2), 257-277. doi: 10.1007/s13394-013-0087-2 Scheiter, K., Gerjets, P. & Schuh, J. (2010). The acquisition of problem - solving skills in mathematics: How animations can aid understanding of structural problem features and solution procedures. Instructional Science, 38 (5), 487-502. doi: 10.1007/s11251-009-9114-9 Schiefele, U. (1991). Interest, learning, and motivation. Educational Psychologist, 26 (3-4), 299-323. doi: 10.1207/s15326985ep2603&4_5 Schoenfeld, A. H. (1985). Metacognitive and epistemological issues in mathematical understanding. En E. A. Silver (Ed.), Teaching and learning mathematical problem solving: Multiple research perspectives (pp. 361–379). Hillsdale, NJ: Lawrence Erlbaum Associates. Stacey, K. & MacGregor M. (1999). Learning the algebraic method of solving problems. Journal of Mathematical Behaviour, 18 (2), 149-167. doi: 10.1016/s0732-3123(99)00026-7 Thiessen, V. & Blasius, J. (2008). Mathematics achievement and mathematics learning strategies: Cognitive competencies and construct differentiation. International Journal of Educational Research, 47, 362-371. doi: 10.1016/j.ijer.2008.12.002 Van Amerom, B. A. (2003). Focusing on informal strategies when linking arithmetic to early algebra. Educational Studies in Mathematics, 54 (1), 63-75. doi: 10.1023/b:educ.0000005237.72281.bf