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Vol. 25 Núm. 3 (2022): Noviembre

ANTICIPACIÓN DE ESTRATEGIAS DE RESOLUCIÓN DE PROBLEMAS DE DIVISIÓN-MEDIDA CON FRACCIONES MEDIANTE UNA PROGRESIÓN DE APRENDIZAJE

DOI
https://doi.org/10.12802/relime.22.2532
Enviado
junio 20, 2023
Publicado
2023-06-21

Resumen

El objetivo de esta investigación es caracterizar cómo los estudiantes para maestro, un año  después de un experimento de enseñanza, reconocen diferentes etapas de progresión al anticipar estrategias de estudiantes de educación primaria al resolver problemas de división - medida con fracciones. Los 41 participantes cursaban el séptimo semestre del Grado en Maestro en Educación Primaria durante el curso 2018-2019. En el análisis se tuvo en cuenta el tipo de estrategias utilizadas y si estas evidenciaban la idea de progresión. Los resultados muestran tres categorías en el uso de la idea de progresión al anticipar respuestas a problemas de división-medida: (a) No usan la idea de progresión; (b) usan parcialmente la idea de progresión; (c) usan la idea de progresión. Pese a su dificultad, es posible comenzar a desarrollar la idea de progresión al anticipar estrategias en la formación de futuros maestros

Citas

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