&lt;p&gt;Análisis y clasificación de errores cometidos por alumnos de secundaria en los procesos de sustitución formal, generalización y modelización en álgebra&lt;/p&gt;

Barrera, Raquel María Ruano; Robayna, Martín Manuel Socas; Medina, María de las Mercedes Palarea

doi:10.30827/pna.v2i2.6201

Cited by 12 publications

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References 4 publications

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“…Desde el punto de vista de los errores relacionados con la ausencia de sentido, se considera que estos errores se originan en los tres estadios de desarrollo -semiótico, estructural y autónomo-que se dan en los sistemas de representación asociados al álgebra, por lo que se diferencian tres posibles causas (Ruano et al, 2008;Socas, 2007):…”

Section: Conceptualización Del Error Y Sus Causasunclassified

“…Otros trabajos buscan el origen de ciertos errores asociados a procesos algebraicos generales. Por ejemplo, Ruano, Socas y Palarea. (2008) o Egodawatte (2011) organizan los errores a partir de ámbitos conceptuales en álgebra, los relacionan con tipos de tareas algebraicas e identifican las causas de los errores, pero se centran en nociones algebraicas más avanzadas o en procesos generales como la sustitución formal, la generalización o la modelización.…”

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Causas de los errores en la resolución de ecucaciones lineales con una incógnita

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Mantecón

Polo-Blanco

et al. 2019

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En este trabajo se propone una clasificación descriptiva de los errores que cometen los estudiantes de la Educación Secundaria Obligatoria (ESO) al resolver ecuaciones lineales, así como de las causas que los originan. La clasificación de errores se realiza desde el punto de vista del contenido matemático y se obtiene a partir de un cuestionario de ecuaciones lineales que realizan 266 estudiantes de 13 a 16 años. Para identificar las causas que originan los errores se llevan a cabo entrevistas cognitivas. Los resultados completan y reformulan otras clasificaciones encontradas en la literatura y profundizan en la identificación de las causas del error.Causes of errors in the resolution of simple linear equationsIn this paper we categorise students’ errors when solving linear equations and we identify the causes for those errors. The research has involved 266 13-16 years old high school students. Data from a questionnaire on linear equations solving and cognitive interviews are reported and analysed. Results complete and reformulate other error categorizations found in the literature and deepen in the identification of the origin of these errors.Scopus record and citations

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Section: Conceptualización Del Error Y Sus Causasunclassified

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Causas de los errores en la resolución de ecucaciones lineales con una incógnita

Istúriz

Mantecón

Polo-Blanco

et al. 2019

pna

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Meanings given to algebraic symbolism in problem-posing

2018

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Some errors in the learning of algebra suggest students have difficulties giving meaning to algebraic symbolism. In this paper, we use problem posing in order to analyze the students' capacity to assign meaning to algebraic symbolism and the difficulties that students encounter in this process depending on the characteristics of the algebraic statements given. We designed a written questionnaire composed of eight closed algebraic statements expressed symbolically, which was administered to 55 students who had finished their compulsory education and that had some previous experience in problem posing. In our analysis of the data, we examine both syntactic and semantic structures of the problem posed. We note that in most cases students posed problems with syntactic structures different to those given. They did not include computations within variables, and changed the kinds of relationships connecting variables. Students easily posed problems for statements with additive structures. Other differences in the type of problems posed depend on the characteristics of the given statements.

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Difficulties in semantically congruent translation of verbally and symbolically represented algebraic statements

et al. 2021

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This paper describes the difficulties faced by a group of middle school students (13- to 15-year-olds) attempting to translate algebraic statements written in verbal language into symbolic language and vice versa. The data used were drawn from their replies to a written quiz and semi-structured interviews. In the former, students were confronted with a series of algebraic statements and asked to choose the sole translation, of four proposed for each, that was semantically congruent with the original. The results show that most of the errors detected were due to arithmetic issues, especially around the distinction between product and exponent or sum and product in connection with the notions of perimeter and area. As a rule, the error distribution by type varied depending on the type of task involved.

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<p>Análisis y clasificación de errores cometidos por alumnos de secundaria en los procesos de sustitución formal, generalización y modelización en álgebra</p>

Cited by 12 publications

References 4 publications

Causas de los errores en la resolución de ecucaciones lineales con una incógnita

Causas de los errores en la resolución de ecucaciones lineales con una incógnita

Meanings given to algebraic symbolism in problem-posing

Difficulties in semantically congruent translation of verbally and symbolically represented algebraic statements

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