Adaptación y validación del MRBQ (Mathematics- Related Beliefs Questionnaire) al contexto colombiano con estudiantes de secundaria

Diego-Mantecón, José Manuel; Córdoba-Gómez, Francisco Javier

doi:10.24844/em3101.03

Cited by 6 publications

(2 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…At a first glance, this could be interpreted as a rather optimistic outcome because official curricula promote flexible reasoning, handling different problem-solving strategies, and the selection of the most adaptive one in each situation. However, a deeper interpretation of these results shows that subjects did not apply the strategies in relation to its efficiency, but instead to their confidence in solving each problem [51,52]. In the first two problems, involving mainly integers, the subjects essentially applied the traditional algorithm, whereas according to the Spanish curriculum decomposition and varying could be employed as adaptive strategies for the first one and second one, respectively.…”

Section: Discussionmentioning

confidence: 92%

Strategies of Pre-Service Early Childhood Teachers for Solving Multi-Digit Division Problems

Ortiz-Laso

Diego-Mantecón

2020

Sustainability

Self Cite

View full text Add to dashboard Cite

Unlike previous research, this study analyzes the strategies of pre-service early childhood teachers when solving multi-digit division problems and the errors they make. The sample included 104 subjects from a university in Spain. The data analysis was framed under a mixed-method approach, integrating both quantitative and qualitative analyses. The results revealed that the traditional division algorithm was widely used in problems involving integers, but not so frequently applied to problems with decimal numbers. Often, number-based and algebraic strategies were employed as an alternative to the traditional algorithm, as the pre-service teachers did not remember how to compute it. In general, number-based strategies reached more correct solutions than the traditional algorithm, while the algebraic strategies did not usually reach any solution. Incorrect identifications of the mathematical model were normally related to an exchange of the dividend and divisor roles. Most pre-service teachers not only failed to compute the division, but also to interpret the obtained solution in the problem context. The study concludes that, during their schooling, students accessing the Degree in Early Childhood education have not acquired the necessary knowledge and skills to solve multi-digit division problems, and thus the entrance requirements at the university must be rethought.

show abstract

Section: Discussionmentioning

confidence: 92%

Strategies of Pre-Service Early Childhood Teachers for Solving Multi-Digit Division Problems

Ortiz-Laso

Diego-Mantecón

2020

Sustainability

Self Cite

View full text Add to dashboard Cite

show abstract

“…(data retrieved October 1 st , 2019). Most recent papers as De Corte [9], Sumpter [58], Yang [59], Bofah [60], Ren [61], Hannula [5], and Diego-Mantecón [62] were also selected to cover latest research, although they do not obviously count with so many citations. To avoid sampling bias, chapters from well-known books in the field of mathematics-related beliefs, such as Leder [63], Pepin [64] or Hannula [11] were also examined.…”

Section: Methodsmentioning

confidence: 99%

An attempt to identify the issues underlying the lack of consistent conceptualisations in the field of student mathematics-related beliefs

et al. 2019

View full text Add to dashboard Cite

This paper aims to clarify the inconsistencies present in the field of student mathematics-related beliefs. Despite the general agreement about the important role that beliefs play in the learning of mathematics, the study of student mathematics-related beliefs has resulted in a body of uncoordinated research. The lack of consensus on defining and classifying beliefs has generated much confusing terminology, preventing a consistent conceptualization of the phenomenon. To identify the problem underlying existing inconsistencies, we have undertaken a systematic review of the literature to analyse the belief conceptualisations proposed by the most cited authors in this field of research. Our analysis suggests that authors often fail to conceptualise beliefs in four important ways: existing theories related to the phenomenon under research are normally not considered; definitions are often too broad and do not clearly confine the construct under evaluation; and existing beliefs sub-constructs are rarely defined and thus not explicitly distinguished. Our study has also revealed that some of the scales developed to measure the belief constructs lack of content and internal validity. We believe that these findings open new lines of research that may help to clarify the field of student mathematics-related beliefs.

show abstract

Situaciones que Originan Emociones en Estudiantes de Matemáticas

García-González

Ramírez-Gómez²,

Sandoval

2021

Bolema

View full text Add to dashboard Cite

Resumen A fin de ampliar la comprensión sobre las situaciones que originan emociones de estudiantes de bachillerato mexicano, se planteó una investigación a manera de replicación de los estudios realizados por Martínez-Sierra y García-González (2014; 2017). Para tal efecto, se modificó solamente la modalidad de bachillerato, y se conservó el marco teórico-metodológico del estudio original, por lo que la teoría de la Estructura Cognitiva de las Emociones guio la recolección y el análisis de datos. Con base en los hallazgos, podemos decir que la modalidad del bachillerato no influye las emociones de los estudiantes, pues se encontraron emociones y situaciones desencadenantes parecidas al estudio original. Al parecer, las metas académicas que se plantea el estudiante son las que desencadenan sus emociones, si éstas se cumplen las emociones que se experimentan son positivas, de lo contrario son negativas, resultado que refuerza los hallazgos del estudio original. Las situaciones desencadenantes encontradas fueron: 1) entender los temas, 2) las preguntas y tareas en clase, 3) acreditar la materia, 4) resolver problemas, 5) comprender los temas, 6) el interés por las matemáticas y 7) la dificultad de las matemáticas, éstas originan ocho tipos de emociones, miedo, esperanza, júbilo, congoja, reproche, autorreproche, agrado y desagrado.

show abstract

Adaptación y validación del MRBQ (Mathematics- Related Beliefs Questionnaire) al contexto colombiano con estudiantes de secundaria

Cited by 6 publications

References 25 publications

Strategies of Pre-Service Early Childhood Teachers for Solving Multi-Digit Division Problems

Strategies of Pre-Service Early Childhood Teachers for Solving Multi-Digit Division Problems

An attempt to identify the issues underlying the lack of consistent conceptualisations in the field of student mathematics-related beliefs

Situaciones que Originan Emociones en Estudiantes de Matemáticas

Contact Info

Product

Resources

About