Pensamiento relacional en la escolarización de la jerarquía de operaciones y álgebra temprana en primaria
Tipo de documento
Autores
Lista de autores
Escobar, Uriel y Tirado, Felipe
Resumen
El objetivo general de este estudio fue promover el pensamiento relacional en el análisis de expresiones numéricas, utilizando la jerarquía de operaciones, en alumnos de tercer grado de primaria. Se diseñó una secuencia psicoeducativa basada en la representación de propiedades numéricas y expresiones de igualdad por equivalencia, con base en actividades fenoménicas (didáctica fenomenológica) y en la aplicación de la jerarquía de operaciones. Treinta alumnos fueron evaluados a través de múltiples indicadores de su desempeño en dominios tanto procedimentales como conceptuales. El 71.43% de los escolares alcanzaron un nivel muy alto o alto de logro en tareas de la aplicación de la jerarquía de operaciones. Los resultados se discuten en términos de la relación entre el pensamiento relacional y las actividades fenoménicas con el nivel de logro de la jerarquía de operaciones.
Fecha
2021
Tipo de fecha
Estado publicación
Términos clave
Gestión de aula | Orden | Otro (tipos estudio) | Pensamientos matemáticos | Relaciones
Enfoque
Nivel educativo
Idioma
Revisado por pares
Formato del archivo
Volumen
24
Número
1
Rango páginas (artículo)
9-34
ISSN
20076819
Referencias
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