Workshop on non-routine problem solving for students aged 8 to 9: A case study
[Objective] This article describes heuristics used by 8 and 9 year-old students to solve four non-routine problems that promote the development of arithmetic thinking from two perspectives: number distribution under a graphical representation, and use of arithmetic operations in the positional decim...
| Autores: | , , , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Costa Rica |
| Institución: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| Idioma: | español |
| OAI Identifier: | oai:ojs.www.una.ac.cr:article/17512 |
| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/17512 |
| Access Level: | acceso abierto |
| Palabra clave: | Heuristics arithmetic thinking non-routine problems implicative analysis Heurísticas pensamiento aritmético problemas no rutinarios análisis implicativo Heurística pensamento aritmético problemas não rotineiros análise implicativa |
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Workshop on non-routine problem solving for students aged 8 to 9: A case study Taller de resolución de problemas no rutinarios para estudiantes de 8 a 9 años: un estudio de caso Oficina de resolução de problemas não rotineiros para alunos de 8 a 9 anos: um estudo de caso |
| title |
Workshop on non-routine problem solving for students aged 8 to 9: A case study |
| spellingShingle |
Workshop on non-routine problem solving for students aged 8 to 9: A case study Rodríguez Jara, Miguel Heuristics arithmetic thinking non-routine problems implicative analysis Heurísticas pensamiento aritmético problemas no rutinarios análisis implicativo Heurística pensamento aritmético problemas não rotineiros análise implicativa |
| title_short |
Workshop on non-routine problem solving for students aged 8 to 9: A case study |
| title_full |
Workshop on non-routine problem solving for students aged 8 to 9: A case study |
| title_fullStr |
Workshop on non-routine problem solving for students aged 8 to 9: A case study |
| title_full_unstemmed |
Workshop on non-routine problem solving for students aged 8 to 9: A case study |
| title_sort |
Workshop on non-routine problem solving for students aged 8 to 9: A case study |
| dc.creator.none.fl_str_mv |
Rodríguez Jara, Miguel Vergara-Gómez, Andrea Mondaca-Saavedra, Alejandra Gregori Huerta, Pablo |
| author |
Rodríguez Jara, Miguel |
| author_facet |
Rodríguez Jara, Miguel Vergara-Gómez, Andrea Mondaca-Saavedra, Alejandra Gregori Huerta, Pablo |
| author_role |
author |
| author2 |
Vergara-Gómez, Andrea Mondaca-Saavedra, Alejandra Gregori Huerta, Pablo |
| author2_role |
author author author |
| dc.subject.none.fl_str_mv |
Heuristics arithmetic thinking non-routine problems implicative analysis Heurísticas pensamiento aritmético problemas no rutinarios análisis implicativo Heurística pensamento aritmético problemas não rotineiros análise implicativa |
| topic |
Heuristics arithmetic thinking non-routine problems implicative analysis Heurísticas pensamiento aritmético problemas no rutinarios análisis implicativo Heurística pensamento aritmético problemas não rotineiros análise implicativa |
| description |
[Objective] This article describes heuristics used by 8 and 9 year-old students to solve four non-routine problems that promote the development of arithmetic thinking from two perspectives: number distribution under a graphical representation, and use of arithmetic operations in the positional decimal system. [Methodology] The analysis included the formulation of categories that made it possible to characterize a priori the heuristics that could arise when solving each problem. These categories were used in the implementation of a mixed methodological approach with an exploratory and descriptive orientation. Qualitative analysis was carried out through a case study that helped to identify key actions based on written results provided by students. Quantitative analysis was carried out using implicative analysis, which includes a similarity tree and identification of significant classes. [Results] The results point to the importance of using simple heuristics in finding solutions to non-routine arithmetic problems, and confirm the presence of some characteristics of heuristic reasoning, such as attention, reduction, and change of assumptions. Likewise, implicative relationships were identified among some heuristics that share common characteristics, depending on the type of problem. [Conclusions] The results of this study show that, even in incorrect or incomplete answers, it is possible to recognize logical processes for the elaboration of partial answers and intuitive approaches, which are consistent with the action of simplifying or facilitating the search for a solution. |
| publishDate |
2023 |
| dc.date.none.fl_str_mv |
2023-09-01 |
| dc.type.none.fl_str_mv |
info:eu-repo/semantics/publishedVersion Papers evaluated by academic peers Artículos evaluados por pares académicos artículo original http://purl.org/coar/resource_type/c_2df8fbb1 info:eu-repo/semantics/article |
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article |
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publishedVersion |
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https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/17512 10.15359/ru.37-1.28 |
| url |
https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/17512 |
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10.15359/ru.37-1.28 |
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spa |
| language |
spa |
| dc.relation.none.fl_str_mv |
https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/17512/28827 https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/17512/28828 https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/17512/28829 |
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Derechos de autor 2023 compartidos: Revista y Autores(as) (CC-BY-NC-ND) acceso abierto http://purl.org/coar/access_right/c_abf2 info:eu-repo/semantics/openAccess |
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Derechos de autor 2023 compartidos: Revista y Autores(as) (CC-BY-NC-ND) acceso abierto http://purl.org/coar/access_right/c_abf2 |
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openAccess |
| dc.format.none.fl_str_mv |
application/pdf text/html application/epub+zip |
| dc.publisher.none.fl_str_mv |
Universidad Nacional, Costa Rica |
| publisher.none.fl_str_mv |
Universidad Nacional, Costa Rica |
| dc.source.none.fl_str_mv |
Uniciencia; Vol. 37 No. 1 (2023): Uniciencia. January-December, 2023; 1-23 Uniciencia; Vol. 37 Núm. 1 (2023): Uniciencia. January-December, 2023; 1-23 Uniciencia; v. 37 n. 1 (2023): Uniciencia. January-December, 2023; 1-23 2215-3470 reponame:Portal de Revistas UNA instname:Universidad Nacional de Costa Rica instacron:UNA |
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Universidad Nacional de Costa Rica |
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UNA |
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UNA |
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Portal de Revistas UNA |
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Portal de Revistas UNA |
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Portal de Revistas UNA - Universidad Nacional de Costa Rica |
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andrea.mora.campos@una.cr |
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1849325689382109184 |
| spelling |
Workshop on non-routine problem solving for students aged 8 to 9: A case studyTaller de resolución de problemas no rutinarios para estudiantes de 8 a 9 años: un estudio de casoOficina de resolução de problemas não rotineiros para alunos de 8 a 9 anos: um estudo de casoRodríguez Jara, MiguelVergara-Gómez, AndreaMondaca-Saavedra, AlejandraGregori Huerta, PabloHeuristicsarithmetic thinkingnon-routine problemsimplicative analysisHeurísticaspensamiento aritméticoproblemas no rutinariosanálisis implicativoHeurísticapensamento aritméticoproblemas não rotineirosanálise implicativa[Objective] This article describes heuristics used by 8 and 9 year-old students to solve four non-routine problems that promote the development of arithmetic thinking from two perspectives: number distribution under a graphical representation, and use of arithmetic operations in the positional decimal system. [Methodology] The analysis included the formulation of categories that made it possible to characterize a priori the heuristics that could arise when solving each problem. These categories were used in the implementation of a mixed methodological approach with an exploratory and descriptive orientation. Qualitative analysis was carried out through a case study that helped to identify key actions based on written results provided by students. Quantitative analysis was carried out using implicative analysis, which includes a similarity tree and identification of significant classes. [Results] The results point to the importance of using simple heuristics in finding solutions to non-routine arithmetic problems, and confirm the presence of some characteristics of heuristic reasoning, such as attention, reduction, and change of assumptions. Likewise, implicative relationships were identified among some heuristics that share common characteristics, depending on the type of problem. [Conclusions] The results of this study show that, even in incorrect or incomplete answers, it is possible to recognize logical processes for the elaboration of partial answers and intuitive approaches, which are consistent with the action of simplifying or facilitating the search for a solution.[Objetivo] Caracterizar las heurísticas utilizadas por estudiantes de entre 8 y 9 años, al enfrentar cuatro problemas no rutinarios que promueven el desarrollo del pensamiento aritmético desde dos perspectivas: la distribución de números bajo una condición gráfica y el uso de operaciones aritméticas en el sistema decimal posicional. [Metodología] El análisis incluyó la elaboración de categorías que permitieron caracterizar a priori las heurísticas que podrían surgir en la resolución de los distintos problemas. Estas categorías fueron utilizadas para implementar un enfoque metodológico mixto, con un alcance exploratorio y descriptivo. El análisis cualitativo se realiza través de un estudio de caso que permite identificar desempeños claves a partir de las producciones escritas de los estudiantes. El análisis cuantitativo se realiza a través de un análisis implicativo, que incluye un árbol de similaridad y la identificación de clases significativas. [Resultados] Se evidencia que el uso de heurísticas simples en la resolución de problemas aritméticos no rutinarios favorece la búsqueda de soluciones parciales y se confirma la presencia persistente de algunas características del razonamiento heurístico, como la atención, la reducción y el cambio de supuestos. Además, se identifican relaciones implicativas entre algunas heurísticas que comparten características comunes, según el tipo de problema. [Conclusiones] Los alcances de este estudio ponen de manifiesto que, incluso en respuestas erróneas o incompletas, es posible reconocer procesos lógicos de elaboración de respuestas parciales y acercamientos intuitivos, que resultan consistentes con la acción de simplificar o facilitar la búsqueda de una solución.[Objetivo] Caracterizar as heurísticas utilizadas por estudantes entre 8 e 9 anos, frente a quatro problemas não rotineiros que promovem o desenvolvimento do pensamento aritmético a partir de duas perspectivas: a distribuição de números sob uma condição gráfica e o uso de operações aritméticas no sistema decimal posicional. [Metodologia] A análise incluiu a elaboração de categorias que permitiram caracterizar a priori as heurísticas que poderiam surgir na resolução dos diferentes problemas. Essas categorias foram utilizadas para implementar uma abordagem metodológica mista, com escopo exploratório e descritivo. A análise qualitativa é realizada por meio de um estudo de caso que permite identificar desempenhos-chave a partir das produções escritas dos alunos. A análise quantitativa é realizada por meio de uma análise implicativa, que inclui uma árvore de similaridade e a identificação de classes significativas. [Resultados] É evidente que o uso de heurísticas simples na resolução de problemas aritméticos não rotineiros favorece a busca de soluções parciais e confirma a presença persistente de algumas características do raciocínio heurístico, como atenção, redução e mudança de pressupostos. Além disso, são identificadas relações implicativas entre algumas heurísticas que compartilham características comuns, dependendo do tipo de problema. [Conclusões] O escopo deste estudo mostra que, mesmo em respostas errôneas ou incompletas, é possível reconhecer processos lógicos de elaboração de respostas parciais e abordagens intuitivas, que são consistentes com a ação de simplificar ou facilitar a busca de uma solução.Universidad Nacional, Costa Rica2023-09-01info:eu-repo/semantics/publishedVersionPapers evaluated by academic peersArtículos evaluados por pares académicosartículo originalhttp://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleapplication/pdftext/htmlapplication/epub+ziphttps://www.revistas.una.ac.cr/index.php/uniciencia/article/view/1751210.15359/ru.37-1.28Uniciencia; Vol. 37 No. 1 (2023): Uniciencia. January-December, 2023; 1-23Uniciencia; Vol. 37 Núm. 1 (2023): Uniciencia. January-December, 2023; 1-23Uniciencia; v. 37 n. 1 (2023): Uniciencia. January-December, 2023; 1-232215-3470reponame:Portal de Revistas UNAinstname:Universidad Nacional de Costa Ricainstacron:UNAspahttps://www.revistas.una.ac.cr/index.php/uniciencia/article/view/17512/28827https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/17512/28828https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/17512/28829Derechos de autor 2023 compartidos: Revista y Autores(as) (CC-BY-NC-ND)acceso abiertohttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccess2023-09-08T23:38:54Zoai:ojs.www.una.ac.cr:article/17512Portal de revistashttp://revistas.una.ac.cr/Universidadhttp://www.una.ac.crhttps://revistas.una.ac.cr/index.php/index/oaiandrea.mora.campos@una.crCosta RicaNo aplicaNo aplicaNo aplicaopendoar:2023-09-08T23:38:54Portal de Revistas UNA - Universidad Nacional de Costa Ricafalse |
| score |
15,812429 |