Contexto, Estructura y Analogías en la Resolución de Problemas Verbales Algebraicos por Maestros de Primaria en Formación
This study analyses the influence of word problem's context and structure, and capturing the structure and using analogies on problem-solving. A 2x3x2 factorial design was used with two between-subjects variables -capturing the structure and the use of analogies- and one within- subjects variab...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2015 |
| País: | España |
| Institución: | Universitat de València |
| Repositorio: | RODERIC. Repositorio Institucional de la Universitat de València |
| OAI Identifier: | oai:roderic.uv.es:10550/48030 |
| Acceso en línea: | http://hdl.handle.net/10550/48030 |
| Access Level: | acceso abierto |
| Palabra clave: | Solució de problemes Educació primària Professors Formació Matemàtica Ensenyament |
| Sumario: | This study analyses the influence of word problem's context and structure, and capturing the structure and using analogies on problem-solving. A 2x3x2 factorial design was used with two between-subjects variables -capturing the structure and the use of analogies- and one within- subjects variable -structural complexity of word problem-. Two types of booklets containing two word problems that differ from each other in structure (and each type of booklet having problems of different context) and questions about capturing the structure and using analogies in problem solving, were administered to 66 third-year pre-service primary teachers from the same university (University of Valencia,Spain). The results of the ANOVAs showed that: a) Problems increase in difficulty when they have complex structure and low familiarity context, and b) Capturing the structure and the use of analogies are needed to solve structurally complex problems. |
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