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

Previous studies have shown that students move, when solving proportional and additive situations, from using additive relations indiscriminately to using multiplicative relations indiscriminately. In addition, the type of ratio and the nature of the quantities seem to influence the use of these relations. This study explores the strategies used by Ecuadorian middle and high school students when solving additive and proportional missing-value problems with integer/non-integer ratios and discrete/ continuous quantities. The results show a different pattern: when students stop using the additive strategy indiscriminately, they do not use proportionality indiscriminately, they use incorrect procedures to solve proportional problems. Moreover, both variables were significantly influenced: (I) additive strategies were used more with non-integer ratios/relations and proportional strategies were used more with integer ratios/relations; and (II) proportional strategies were used more in proportional problems with discrete quantities and additive strategies were used more in additive problems with continuous quantities

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Fuente de los datos: Dialnet