Cómo entienden los Alumnos de Primaria el Signo Igual en las Ecuaciones Numéricas.
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| Title: | Cómo entienden los Alumnos de Primaria el Signo Igual en las Ecuaciones Numéricas. |
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| Authors: | Molina, Marta1 martamg@ugr.es, Castro, Encarnación1, Castro, Enrique1 |
| Source: | Electronic Journal of Research in Educational Psychology. 2009, Vol. 7 Issue 1, p341-368. 28p. 1 Diagram, 5 Charts. |
| Subject Terms: | *Elementary school teaching, Algebra problems & exercises, Algebraic number theory, Problem solving ability testing, Equality, Mathematical models |
| Abstract (English): | Introduction. Moved by our interest in the curricular proposal of integrating algebraic thinking in elementary mathematics, we analyse the understanding of number sentences of a group of elementary students and its evolution when working on solving open and true/false number sentences. Method. We developed a teaching experiment with a group of eight-nine years old students which shares the features of design research. It consisted of six one-hour in-class sessions, over a period of one year, in which we proposed students individual written activities, whole group discussions and individual interviews. Results. Students evidenced four different meanings of the equal sign which are here used to establish different levels in their understanding. By using these levels, we analyze the evolution of students' understanding of the sentences along the experiment. Discussion. Students evidenced the use of multiplicity of meanings of the equal sign and some displayed some instability in their understanding along the six sessions. The specific factors that explain that instability are identified and some didactical consequences are obtained. The obtained results are contrasted with those of previous studies. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Introducción. Movidos por nuestro interés en la propuesta curricular de integración del pensamiento algebraico en las matemáticas de educación primaria, analizamos la comprensión de igualdades y sentencias numéricas de un grupo de estudiantes de primaria y su evolución cuando trabajan en la resolución de igualdades abiertas y sentencias numéricas verdaderas y falsas. Método. Se llevó a cabo un experimento de enseñanza, con un grupo de estudiantes de entre ocho y nueve años, que comparte las características de la investigación de diseño. Consiste en seis sesiones de una hora, a lo largo de un año, en las que se propuso a los estudiantes actividades escritas individuales, discusiones de gran grupo y entrevistas individuales. Resultados. Los estudiantes pusieron de manifiesto cuatro significados diferentes del signo igual los cuales empleamos aquí para distinguir niveles en su comprensión. Estos niveles nos permiten analizar la evolución de la comprensión de las igualdades y sentencias numéricas, por parte de los estudiantes, a lo largo del experimento. Discusión. Los estudiantes emplearon multiplicidad de significados del signo igual y algunos mostraron cierta inestabilidad en su comprensión a lo largo de las seis sesiones. Identificamos los factores específicos que explican esta inestabilidad y extraemos algunas consecuencias didácticas. Los resultados obtenidos son contrastados con los de estudios previos. [ABSTRACT FROM AUTHOR] |
| Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 117083714 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Cómo entienden los Alumnos de Primaria el Signo Igual en las Ecuaciones Numéricas. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Molina%2C+Marta%22">Molina, Marta</searchLink><relatesTo>1</relatesTo><i> martamg@ugr.es</i><br /><searchLink fieldCode="AR" term="%22Castro%2C+Encarnación%22">Castro, Encarnación</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Castro%2C+Enrique%22">Castro, Enrique</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Electronic+Journal+of+Research+in+Educational+Psychology%22">Electronic Journal of Research in Educational Psychology</searchLink>. 2009, Vol. 7 Issue 1, p341-368. 28p. 1 Diagram, 5 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Elementary+school+teaching%22">Elementary school teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Algebra+problems+%26+exercises%22">Algebra problems & exercises</searchLink><br /><searchLink fieldCode="DE" term="%22Algebraic+number+theory%22">Algebraic number theory</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+solving+ability+testing%22">Problem solving ability testing</searchLink><br /><searchLink fieldCode="DE" term="%22Equality%22">Equality</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+models%22">Mathematical models</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: Introduction. Moved by our interest in the curricular proposal of integrating algebraic thinking in elementary mathematics, we analyse the understanding of number sentences of a group of elementary students and its evolution when working on solving open and true/false number sentences. Method. We developed a teaching experiment with a group of eight-nine years old students which shares the features of design research. It consisted of six one-hour in-class sessions, over a period of one year, in which we proposed students individual written activities, whole group discussions and individual interviews. Results. Students evidenced four different meanings of the equal sign which are here used to establish different levels in their understanding. By using these levels, we analyze the evolution of students' understanding of the sentences along the experiment. Discussion. Students evidenced the use of multiplicity of meanings of the equal sign and some displayed some instability in their understanding along the six sessions. The specific factors that explain that instability are identified and some didactical consequences are obtained. The obtained results are contrasted with those of previous studies. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: Introducción. Movidos por nuestro interés en la propuesta curricular de integración del pensamiento algebraico en las matemáticas de educación primaria, analizamos la comprensión de igualdades y sentencias numéricas de un grupo de estudiantes de primaria y su evolución cuando trabajan en la resolución de igualdades abiertas y sentencias numéricas verdaderas y falsas. Método. Se llevó a cabo un experimento de enseñanza, con un grupo de estudiantes de entre ocho y nueve años, que comparte las características de la investigación de diseño. Consiste en seis sesiones de una hora, a lo largo de un año, en las que se propuso a los estudiantes actividades escritas individuales, discusiones de gran grupo y entrevistas individuales. Resultados. Los estudiantes pusieron de manifiesto cuatro significados diferentes del signo igual los cuales empleamos aquí para distinguir niveles en su comprensión. Estos niveles nos permiten analizar la evolución de la comprensión de las igualdades y sentencias numéricas, por parte de los estudiantes, a lo largo del experimento. Discusión. Los estudiantes emplearon multiplicidad de significados del signo igual y algunos mostraron cierta inestabilidad en su comprensión a lo largo de las seis sesiones. Identificamos los factores específicos que explican esta inestabilidad y extraemos algunas consecuencias didácticas. Los resultados obtenidos son contrastados con los de estudios previos. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 341 Subjects: – SubjectFull: Elementary school teaching Type: general – SubjectFull: Algebra problems & exercises Type: general – SubjectFull: Algebraic number theory Type: general – SubjectFull: Problem solving ability testing Type: general – SubjectFull: Equality Type: general – SubjectFull: Mathematical models Type: general Titles: – TitleFull: Cómo entienden los Alumnos de Primaria el Signo Igual en las Ecuaciones Numéricas. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Molina, Marta – PersonEntity: Name: NameFull: Castro, Encarnación – PersonEntity: Name: NameFull: Castro, Enrique IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: 2009 Type: published Y: 2009 Identifiers: – Type: issn-print Value: 16962095 Numbering: – Type: volume Value: 7 – Type: issue Value: 1 Titles: – TitleFull: Electronic Journal of Research in Educational Psychology Type: main |
| ResultId | 1 |
