Estructuras semánticas de problemas aditivos de enunciado verbal en libros de texto mexicanos

Rodríguez-Nieto, Camilo Andrés; Sandoval, Catalina Navarro; Inostroza, Angela Nolfa Castro; González, María C.

doi:10.24844/em3102.04

Cited by 7 publications

(5 citation statements)

References 12 publications

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“…After having explained to the teacher the mathematics involved in the pigeon peas sancocho, he posed and solved problems of proportionality, conversions, and pumpkin volume, where mathematical connections were identified as of the modelling and procedural types. These results are innovative and different from other studies carried out related to ethnomathematics and ethnomathematical connections (Mosquera et al, 2015;Rey & Aroca, 2011;Rodríguez-Nieto et al, 2019;Rodríguez-Nieto, 2021; given that it directly contributed to the practice of the teacher who, although having lived in the county for more than forty years, had not noticed the persuasive power of the daily practice of the elaboration of the pigeon peas sancocho to improve mathematics teaching and learning processes. Some research has problematised ethnographic and ethnomathematical results with in-service teachers; for example, Sunzuma and Maharaj (2020), who identified ethnogeometry and definitions based on the ethnomathematics that teachers have.…”

Section: Discussioncontrasting

confidence: 95%

Ethnomathematical and Mathematical Connections Activated by a Teacher in Mathematical Problems Posing and Solving

Rodríguez-Nieto¹,

Escobar-Ramírez²,

Moll³

et al. 2023

Acta Sci.

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Background: Connections are essential for understanding concepts, but difficulties have been evidenced in connecting representations and meanings of concepts and creating contextualised mathematical problems by teachers and students. Objective: Therefore, ethnomathematical and mathematical connections were analysed in a teacher's mathematical activity when posing and solving mathematical problems. Design: The methodology was qualitative-ethnographic, developed in a workshop done in stages. Setting and participants: An indigenous Mokaná teacher from Sibarco was selected. Data collection and analysis: Semi-structured interviews were conducted in the workshop, and the data were analysed based on the connections; the workshop was initially designed considering previous literature on the issue, and the researchers were familiarised with the teacher. Results: For the analysis of the mathematics used by the teacher in the classroom, we considered his sociocultural context, where he set problems about the area and perimeter of lots of land and enclosures. Then, the researchers presented the ethnomathematical connections that emerged in the elaboration and commercialisation of the pigeon peas sancocho, which was the basis for the teacher to pose and solve problems involving conversions between units of measurement, volume of the totumas (ellipsoid), etc. Simultaneously, mathematical connections of different representations, procedural, meaning, and modelling were identified. Finally, the researchers gave feedback by assessing the Conexões etnomatemáticas e matemáticas ativadas por um professor na criação e resolução de problemas matemáticos RESUMOContexto: As conexões são consideradas importantes para a compreensão dos conceitos, mas foram evidenciadas dificuldades em conectar representações, significados de conceitos e criar problemas matemáticos contextualizados por professores e alunos. Objetivo: portanto, foram analisadas as conexões etnomatemáticas e matemáticas na atividade matemática de um professor ao criar e resolver problemas matemáticos. Desenho: A metodologia foi qualitativa-etnográfica desenvolvida no contexto de uma oficina desenvolvida em etapas. Contexto e participantes: foi selecionada uma professora indígena Mokaná do Sibarco. Coleta e análise dos dados: Na oficina foram realizadas entrevistas semiestruturadas e os dados analisados a partir das conexões, onde a oficina foi inicialmente concebida considerando a literatura anterior e os pesquisadores foram familiarizados com a professora. Resultados: a matemática utilizada pelo professor em sala de aula é relatada considerando seu contexto sociocultural, onde ele levantou problemas de área e perímetro de terrenos e cercas. Em seguida, os pesquisadores apresentaram as conexões etnomatemáticas que surgem na elaboração e comercialização do sancocho de guandu, que serviu de base para o professor criar e resolver problemas que envolviam conversões entre unidades de medida, volume dos totumas (elipsóide), etc. Simultaneamente, foram identificadas conexões matemá...

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Section: Discussioncontrasting

confidence: 95%

Ethnomathematical and Mathematical Connections Activated by a Teacher in Mathematical Problems Posing and Solving

Rodríguez-Nieto¹,

Escobar-Ramírez²,

Moll³

et al. 2023

Acta Sci.

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“…La comprensión lectora desempeña un papel esencial en la resolución de este tipo de problemas, puesto que habilita a los estudiantes para interpretar de manera adecuada los enunciados, transformar palabras en operaciones matemáticas, reconocer relaciones fundamentales, prevenir inexactitudes, aplicar razonamientos lógicos y utilizar sus habilidades matemáticas en contextos de la vida cotidiana. Sin una competencia sólida en comprensión lectora, la resolución de problemas aditivos puede volverse confusa y más propensa a errores (Rodríguez, et al, 2019).…”

Section: Discussionunclassified

Dificultades y errores en la resolución de problemas de tipo aditivo simple

Moreno Pantoja,

Banguera Ortíz,

Martínez Patiño

2023

rev.perspect

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El presente artículo se deriva de un estudio cuyo objetivo es identificar las dificultades y errores que los estudiantes de quinto grado de la Institución Educativa Municipal Libertad, enfrentan al resolver problemas de tipo aditivo, centrándose en las tres primeras categorías de relaciones aditivas propuestas por Vergnaud (1991). La investigación adoptó un enfoque mixto porque combinó métodos cualitativos y cuantitativos. En el aspecto cualitativo, se llevó a cabo una identificación detallada de los errores y dificultades en las estrategias de resolución y respuestas de los estudiantes. Por otro lado, en el enfoque cuantitativo, se abordó la totalidad de la población elegida para el estudio, compuesta por 32 estudiantes, y se aplicaron técnicas estadísticas para analizar los datos recopilados. Para recopilar la información necesaria, se administraron tres cuestionarios de problemas, uno para cada una de las relaciones aditivas en cuestión. Como resultado, se identificaron una serie de errores comunes, que incluyen problemas relacionados con el proceso inadecuado de la resta, el uso de la operación incorrecta, la ubicación no convencional de términos de la resta, entre otros. También se observaron dificultades en la comprensión del enunciado, la mala ubicación posicional y la alteración de los datos proporcionados en el enunciado. A partir del análisis de los errores identificados, se continuó con la caracterización de las dificultades subyacentes que los causaban. En consecuencia, este estudio suministra datos significativos que pueden ser empleados para mejorar la habilidad en la resolución de problemas matemáticos, en particular aquellos de tipo aditivo. El conocimiento de estas dificultades y errores aporta a optimizar el proceso de enseñanza y aprendizaje de las matemáticas, permitiendo abordar de manera más efectiva los desafíos específicos que enfrentan los estudiantes en este aspecto crucial de su formación académica.

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“…Matching problems combine Change and Comparison characteristics and are less common. Other WPs use compound semanticmathematical structures, which are combinations of simple structures with a certain number of stages set to reach their solution (Rodríguez et al, 2019).…”

Section: Tablementioning

confidence: 99%

Validation of a Scale to Assess the Reversibility of Thought in Verbal Arithmetic Problems

2022

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Background: Reversibility is a key concept for the understanding and development of mathematical thinking. There is an agreement regarding problemsolving as a fundamental part of mathematical competence, and some authors regard reversible thinking as a requirement for it. Objectives: We want to validate an instrument that assesses the reversibility of thought when solving verbal arithmetic problems (word problems) involving various operations, semantic-mathematical structures and proximity of situational information. Design: A qualitative study was carried out from the data obtained by experts, and a quantitative study was carried out to determine the validity and reliability of the instrument. Setting and Participants: 318 students from different Spanish schools attending primary education (6 to 12 years) participated. Data collection and analysis: Participants performed 180 mathematical tasks distributed over three theoretical scales, two operations, and four semantic configurations. Results: To determine the consistency of the data, a reliability analysis was performed globally and on each of the scales, all values being greater than 0.90. Exploratory factor analysis resulted in three factors that explained more than 70%. To analyse the validity of the instrument, confirmatory factor analysis was performed, and its indices showed an adjustment of the models. Conclusions: We consider that the designed instrument is sufficiently robust to assess the reversibility of the basic addition and subtraction operations and, in addition, to analyse the discrimination of word problems according to the semantic-mathematical structure and their situational context.

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Estructuras semánticas de problemas aditivos de enunciado verbal en libros de texto mexicanos

Cited by 7 publications

References 12 publications

Ethnomathematical and Mathematical Connections Activated by a Teacher in Mathematical Problems Posing and Solving

Ethnomathematical and Mathematical Connections Activated by a Teacher in Mathematical Problems Posing and Solving

Dificultades y errores en la resolución de problemas de tipo aditivo simple

Validation of a Scale to Assess the Reversibility of Thought in Verbal Arithmetic Problems

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