Desde estrategias aditivas hasta estrategias proporcionales: Características identificadas con estudiantes de Educación Básica Media y Superior de Ecuador

  1. Ceneida Fernández 1
  2. Pedro Ivars 1
  3. Francisco Rojas 2
  4. Salvador Castillo 1
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

  2. 2 Universidad Central del Ecuador
    info

    Universidad Central del Ecuador

    Quito, Ecuador

    ROR https://ror.org/010n0x685

Revista:
Educación matemática

ISSN: 1665-5826,  0187-8298

Año de publicación: 2024

Volumen: 36

Número: 2

Páginas: 68-91

Tipo: Artículo

DOI: 10.24844/EM3602.03 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Educación matemática

Resumen

Estudios previos han mostrado que, al resolver situaciones proporcionales y aditivas, los estudiantes transitan desde usar indiscriminadamente estrategias aditivas a usar indiscriminadamente estrategias proporcionales. Además, el tipo de razón y la naturaleza de las cantidades parece influir en el uso de estas estrategias. Este estudio explora qué estrategias usan los estudiantes de Educación Básica Media y Superior de Ecuador cuando resuelven problemas aditivos y proporcionales de valor ausente con razones ente ras/no enteras y cantidades discretas/continuas. Los resultados muestran una tendencia diferente: cuando los estudiantes dejan de usar indiscriminada mente estrategias aditivas en situaciones proporcionales y aditivas, no usan indiscriminadamente la proporcionalidad. Estos estudiantes usan otros procedimientos erróneos para resolver los problemas proporcionales. Además, ambas variables influyeron significativamente: (I) se usaron más las estrategias aditivas con relaciones/razones no enteras y las proporcionales con relaciones/razones enteras; y (II) se usaron mayormente las estrategias proporcionales en problemas proporcionales con cantidades discretas y las aditivas en problemas aditivos con cantidades continuas

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Fuente de los datos: Dialnet