Anticipación de estrategias de resolución de problemas de división-medida con fracciones mediante una progresión de aprendizaje
Tipo de documento
Autores
Lista de autores
Montero, Eloísa, Callejo, María y Valls, Julia
Resumen
El objetivo de esta investigación es caracterizar cómo los estudiantes para maestro, un año después de un experimento de enseñanza, reconocen diferentes etapas de progresión al anticipar estrategias de estudiantes de educación primaria al resolver problemas de división - medida con fracciones. Los 41 participantes cursaban el séptimo semestre del Grado en Maestro en Educación Primaria durante el curso 2018-2019. En el análisis se tuvo en cuenta el tipo de estrategias utilizadas y si estas evidenciaban la idea de progresión. Los resultados muestran tres categorías en el uso de la idea de progresión al anticipar respuestas a problemas de división-medida: (a) No usan la idea de progresión; (b) usan parcialmente la idea de progresión; (c) usan la idea de progresión. Pese a su dificultad, es posible comenzar a desarrollar la idea de progresión al anticipar estrategias en la formación de futuros maestros.
Fecha
2022
Tipo de fecha
Estado publicación
Términos clave
División | Fracciones | Inicial | Resolución de problemas | Tipos de metodología
Enfoque
Nivel educativo
Educación primaria, escuela elemental (6 a 12 años) | Educación superior, formación de pregrado, formación de grado
Idioma
Revisado por pares
Formato del archivo
Usuario
Volumen
25
Número
3
Rango páginas (artículo)
289-310
ISSN
16652436
Referencias
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