Errores conceptuales y procedurales en la resolución de problemas de cinemática.
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| Title: | Errores conceptuales y procedurales en la resolución de problemas de cinemática. |
|---|---|
| Authors: | Bastien Montoya, G. Mauricio1 gmbm@correo.azc.uam.mx, Pérez Flores, Rafael1, Mayorga Sánchez, Mario A.1 |
| Source: | Latin-American Journal of Physics Education. Mar2025, Vol. 19 Issue 1, p1-5. 5p. |
| Subject Terms: | *Engineering students, *College students, Mathematical errors, Mathematical physics, Training of engineers |
| Abstract (English): | In the first university courses of physics and mathematics, many errors are observed when the student solves problems. In general terms, errors can be procedural or conceptual. We used a sample of 74 problems that were solved by firstyear engineering university students to determine, where appropriate, the type of error. Basically, 38 conceptual errors and 45 procedural errors (algebraic errors) were committed. There is no data from before the pandemic to compare with the current ones, but in this case, it is observed that arithmetic, algebraic, geometric, algorithmic errors and, in general, errors on mathematical content at the high school level are numerous. In interviews with teachers, it is evident that the difficulties that students have when starting their training in engineering are due, mostly, to deficiencies related to their prior preparation, which are increasing and have an impact on the curricular design of the first quarters or semesters of engineering courses. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | En los primeros cursos universitarios de física y matemáticas, se observa un gran número de errores cuando el alumnado resuelve problemas. En términos generales, los errores pueden ser: procedurales o conceptuales. Utilizamos una muestra de 74 problemas que fueron resueltos por estudiantes universitarios del primer año de ingeniería para determinar, en su caso, el tipo de error. Básicamente se cometieron 38 errores conceptuales y 45 procedurales. No se cuenta con datos previos a la pandemia para contrastarlos con los actuales, pero en este caso, se observa que los errores aritméticos, algebraicos, geométricos, algorítmicos y, en general, sobre contenidos matemáticos del nivel medio superior, son numerosos. En entrevistas a docentes se evidenció que las dificultades que tiene el alumnado al iniciar su formación en ingeniería se deben, en gran medida, a deficiencias relacionadas con su preparación previa, las cuales son cada vez mayores y repercuten en el diseño curricular de los primeros trimestres o semestres de las carreras de ingeniería. [ABSTRACT FROM AUTHOR] |
| Copyright of Latin-American Journal of Physics Education is the property of Latin-American Physics Education Network 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: 187151040 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Errores conceptuales y procedurales en la resolución de problemas de cinemática. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Bastien+Montoya%2C+G%2E+Mauricio%22">Bastien Montoya, G. Mauricio</searchLink><relatesTo>1</relatesTo><i> gmbm@correo.azc.uam.mx</i><br /><searchLink fieldCode="AR" term="%22Pérez+Flores%2C+Rafael%22">Pérez Flores, Rafael</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Mayorga+Sánchez%2C+Mario+A%2E%22">Mayorga Sánchez, Mario A.</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Latin-American+Journal+of+Physics+Education%22">Latin-American Journal of Physics Education</searchLink>. Mar2025, Vol. 19 Issue 1, p1-5. 5p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Engineering+students%22">Engineering students</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+errors%22">Mathematical errors</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+physics%22">Mathematical physics</searchLink><br /><searchLink fieldCode="DE" term="%22Training+of+engineers%22">Training of engineers</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: In the first university courses of physics and mathematics, many errors are observed when the student solves problems. In general terms, errors can be procedural or conceptual. We used a sample of 74 problems that were solved by firstyear engineering university students to determine, where appropriate, the type of error. Basically, 38 conceptual errors and 45 procedural errors (algebraic errors) were committed. There is no data from before the pandemic to compare with the current ones, but in this case, it is observed that arithmetic, algebraic, geometric, algorithmic errors and, in general, errors on mathematical content at the high school level are numerous. In interviews with teachers, it is evident that the difficulties that students have when starting their training in engineering are due, mostly, to deficiencies related to their prior preparation, which are increasing and have an impact on the curricular design of the first quarters or semesters of engineering courses. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: En los primeros cursos universitarios de física y matemáticas, se observa un gran número de errores cuando el alumnado resuelve problemas. En términos generales, los errores pueden ser: procedurales o conceptuales. Utilizamos una muestra de 74 problemas que fueron resueltos por estudiantes universitarios del primer año de ingeniería para determinar, en su caso, el tipo de error. Básicamente se cometieron 38 errores conceptuales y 45 procedurales. No se cuenta con datos previos a la pandemia para contrastarlos con los actuales, pero en este caso, se observa que los errores aritméticos, algebraicos, geométricos, algorítmicos y, en general, sobre contenidos matemáticos del nivel medio superior, son numerosos. En entrevistas a docentes se evidenció que las dificultades que tiene el alumnado al iniciar su formación en ingeniería se deben, en gran medida, a deficiencias relacionadas con su preparación previa, las cuales son cada vez mayores y repercuten en el diseño curricular de los primeros trimestres o semestres de las carreras de ingeniería. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Latin-American Journal of Physics Education is the property of Latin-American Physics Education Network 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.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187151040 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: spa Text: Spanish PhysicalDescription: Pagination: PageCount: 5 StartPage: 1 Subjects: – SubjectFull: Engineering students Type: general – SubjectFull: College students Type: general – SubjectFull: Mathematical errors Type: general – SubjectFull: Mathematical physics Type: general – SubjectFull: Training of engineers Type: general Titles: – TitleFull: Errores conceptuales y procedurales en la resolución de problemas de cinemática. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Bastien Montoya, G. Mauricio – PersonEntity: Name: NameFull: Pérez Flores, Rafael – PersonEntity: Name: NameFull: Mayorga Sánchez, Mario A. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 03 Text: Mar2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 18709095 Numbering: – Type: volume Value: 19 – Type: issue Value: 1 Titles: – TitleFull: Latin-American Journal of Physics Education Type: main |
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