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Two-step addition problems with duplicated semantic structure

Rico, Luis; Castro, Encarnación; González, Evaristo; Castro, Enrique (1994). Two-step addition problems with duplicated semantic structure. En Ponte, J. P.; Mattos, J. F. (Eds.), Proceedings of the Eighteenth International Conference for the Psychology of Mathematics Education (pp. 121-128). Lisboa: Universidad de Lisboa.

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Resumen

This paper reports on a study made of 540 schoolchildren between 9 and 11 years old, engaged in two-stage addition problem solving tasks. Of the 64 different types of two-stage addition problems which can be identified by taking all possible pairs from semantic categories and crossing them with pairs of arithmetical operations, 16 problems were chosen for this study: those in which the semantic structure is the same in both stages of the solution. A multivariant analysis with repeated measurements (MANOVA) was used in two intersubject factors and the interactions shown were analysed. Furthermore, the indices of difficulty and discrimination for each of the problems were determined.

Tipo de Registro:Contribución a Actas de Congreso
Términos Temporales (Editor):Resolución de problemas, Pensamiento numérico, Aritmética, Estructuras numéricas
Términos clave:10. Otras nociones de Educación Matemática > Resolución de problemas > Tipos de problemas
13. Matemáticas escolares > Números > Operaciones aritméticas > Adición
Nivel Educativo:Educación Infantil (0-6 años)
Educación Primaria (7-12 años)
Código ID:478
Depositado Por:Usuario Inválido
Depositado En:29 Nov 2009 02:40
Fecha de Modificación Más Reciente:31 Oct 2010 12:14
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