Factores que afectan los razonamientos probabilísticos intuitivos de escolares que enfrentan situaciones problemáticas matemáticamente equivalentes
The objective is to associate intuitive probabilistic reasoning with cognitive factors: learning styles, arithmetic skills, school performance and the ability of abstract reasoning of schoolchildren facing mathematically equivalent problem situations. Ex-post-facto correlational study in which prima...
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| Formato: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | España |
| Recursos: | CBUC, CESCA |
| Repositorio: | TDR. Tesis Doctorales en Red |
| OAI Identifier: | oai:www.tdx.cat:10803/668666 |
| Acesso em linha: | http://hdl.handle.net/10803/668666 |
| Access Level: | acceso abierto |
| Palavra-chave: | Rendiment escolar Academic achievement Rendimiento escolar Aprenentatge Learning Aprendizaje Habilitats aritmètiques Arithmetic skills Habilidades aritméticas Raonament abstracte Abstract reasoning Razonamiento abstracto 373 |
| Resumo: | The objective is to associate intuitive probabilistic reasoning with cognitive factors: learning styles, arithmetic skills, school performance and the ability of abstract reasoning of schoolchildren facing mathematically equivalent problem situations. Ex-post-facto correlational study in which primary school students participated (N = 47 schoolchildren). The Maury Questionnaire was applied to identify predominant intuitive probabilistic reasoning, and related to learning styles, arithmetic skills, school performance, and the ability to abstract reasoning. The results show that “Y” school children have a less Active learning style; "Z" do not have a preferred learning style, they have lower arithmetic skills and better school performance; and the "O" are preferably Reflective, they obtained better arithmetic skills and abstract reasoning ability Series Ab. It is concluded that schoolchildren present different cognitive profiles associated with predominant intuitive probabilistic reasoning. |
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