Relations entre contexte, situation et schéma de résolution dans les problèmes d’estimation

Ferrando, Irene; Segura, Carlos; Pla‐Castells, Marta

doi:10.1007/s42330-020-00102-w

Cited by 10 publications

(7 citation statements)

References 28 publications

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“…Previous studies, as indicated above, found a statistically significant relationship between some characteristics of the Fermi problems used in the sequence and the types of resolution plan most chosen by pre-service teachers [41]. Kilpatrick [40] called them task variables and distinguished three categories: format, structure, and context.…”

Section: Results and Discussion Of The Quantitative Analysis Of The R...mentioning

confidence: 98%

“…Considering the context variables that have been taken into account for their design, P1 and P3 differed from the rest in that they are problems with irregularly shaped elements and disordered distribution. In fact, we know that P3-Grass correlates with the density-based resolution plan [41], and that this resolution plan is usually more complex than the others for students [25], hence the presence of many unsolved problems (E4) in P3 (see Table 4). In fact, there were 26 compared to 4, 4, and 7 in the other problems.…”

Section: Results and Discussion Of The Quantitative Analysis Of The R...mentioning

confidence: 99%

“…This E2 error was due in all cases to confusion between distance and area. We know from previous work [41] that P2-Tiles correlates with the resolution plan linearisation, so the confusion between distance and area could be related to the use of this type of plan. In fact, the order in the distribution of the bricks (grid distribution), and their regularity, promotes a "linear look" that can generate difficulties with the perception of magnitude.…”

Section: Results and Discussion Of The Quantitative Analysis Of The R...mentioning

confidence: 99%

“…The productions of prospective teachers were categorised according to the theoretical framework: counting, linearisation, base unit, and density. The results of previous work show that there is a statistically significant relationship between the context characteristics of the problems and the resolution plans proposed by the students [41]. Some context features (see Table 1) influenced the solving plans of future teachers: problems that present a situation with an ordered arrangement of elements (such as P2-Tiles) promoted linear initial models, while disordered arrangement (such as P1-People or P3-Grass) gave rise to two-dimensional initial models.…”

Section: Description Of the Experiencementioning

confidence: 94%

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Classification and Analysis of Pre-Service Teachers’ Errors in Solving Fermi Problems

Segura

Ferrando

2021

Education Sciences

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Fermi problems are useful for introducing modelling in primary school classrooms, although teachers’ difficulties in problem solving may hinder their successful implementation. These difficulties are associated with the modelling process, but also with the estimation and measurement skills required by Fermi problems. In this work, a specific categorization of errors for Fermi problems was established, and it allowed us to analyse the errors of N = 224 pre-service primary school teachers. The results showed that prospective teachers make a large number of errors when solving this type of task, especially conceptual ones, which are associated with the process of simplifying/structuring the real situation and the mathematization process. They also showed that there is a significant relationship between the characteristics of the problem context and the error categories. Knowing the types of errors that prospective teachers make and designing task sequences that make them emerge so that prospective teachers learn from them could be an effective way to improve initial teacher education in modelling and estimation problem solving.

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Section: Results and Discussion Of The Quantitative Analysis Of The R...mentioning

confidence: 98%

Section: Results and Discussion Of The Quantitative Analysis Of The R...mentioning

confidence: 99%

Section: Results and Discussion Of The Quantitative Analysis Of The R...mentioning

confidence: 99%

Section: Description Of the Experiencementioning

confidence: 94%

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Classification and Analysis of Pre-Service Teachers’ Errors in Solving Fermi Problems

Segura

Ferrando

2021

Education Sciences

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“…Por una parte, este tipo de secuencias promueven el desarrollo de modelos cada vez más complejos y adaptables a nuevas situaciones (Albarracín & Gorgorió, 2018). Por otra, los alumnos desarrollan su flexibilidad en la resolución de problemas, entendida como la competencia de elegir y utilizar la estrategia más adecuada para cada problema Ferrando, Segura, & Pla-Castells, 2020). Estos estudios muestran que los problemas de Fermi pueden ser utilizados para reflexionar sobre los métodos necesarios para conseguir resultados validados, involucrando al alumnado en una práctica reflexiva.…”

Section: Caracterización De Los Problemas De Fermi Y De Su Proceso De Resoluciónunclassified

Repensando Los Problemas De Fermi Para La Enseñanza Y Aprendizaje De Las Ciencias

Albarracín

López-Simó

Ärlebäck

2021

IENCI

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En este artículo presentamos una recopilación de resultados de investigación sobre el uso educativo de los problemas de Fermi. En estos problemas el aspecto clave es identificar las variables más relevantes de un fenómeno y estimarlas de forma razonada para conseguir una solución al problema. Los problemas de Fermi provienen de una larga tradición y se han usado en todos los niveles educativos, pero todavía no se han asentado como una actividad habitual en las aulas. Dado el amplio potencial didáctico de los problemas de Fermi identificado en la literatura, nuestra aportación en este artículo son las conexiones con áreas de interés para la enseñanza de las Ciencias. Proponemos cuatro ejes didácticos a los que los problemas de Fermi pueden realizar una aportación relevante en el aula de ciencias: (a) Para entender mejor cómo es la ciencia, (b) Para participar mejor de la ciencia escolar, (c) Para construir mejor las ideas científicas, (d) Para concienciar mejor de los problemas socio-científicos. Para concretar la propuesta, mostramos un ejemplo de resolución concreto con un problema de estimación de valores energéticos, que permite ejemplificar el trabajo de aula y permite la discusión con los alumnos sobre la relevancia de la ciencia en los problemas sociales.

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Pre-service teachers’ flexibility and performance in solving Fermi problems

Segura

Ferrando

2023

Educ Stud Math

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Fermi problems are real-context estimation tasks that are suitable for introducing open-ended problems in primary school education. To ensure their effective introduction in the classroom, teachers must have adequate proficiency to deal with them. One of the key aspects of problem-solving proficiency is flexibility, but there are few studies on flexibility in solving real-context problems. This study, based on an analysis of the errors made by 224 prospective teachers when solving a Fermi problem sequence, establishes performance levels. In addition, we define levels of flexibility in using multiple solutions across the sequence, which allows us to address the main objective: to study the relationship between performance and flexibility. We found that there are significant relationships between flexibility levels and the number and severity of errors made. Encouraging flexibility in prospective teachers may be an efficient way to improve their performance in solving real-context problems.

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Relations entre contexte, situation et schéma de résolution dans les problèmes d’estimation

Cited by 10 publications

References 28 publications

Classification and Analysis of Pre-Service Teachers’ Errors in Solving Fermi Problems

Classification and Analysis of Pre-Service Teachers’ Errors in Solving Fermi Problems

Repensando Los Problemas De Fermi Para La Enseñanza Y Aprendizaje De Las Ciencias

Pre-service teachers’ flexibility and performance in solving Fermi problems

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