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Artículos

Vol. 24 Núm. 1 (2021): Marzo

PENSAMIENTO RELACIONAL EN LA ESCOLARIZACIÓN DE LA JERARQUÍA DE OPERACIONES Y ÁLGEBRA TEMPRANA EN PRIMARIA

DOI
https://doi.org/10.12802/relime.21.2411
Enviado
noviembre 7, 2022
Publicado
2021-03-15

Resumen

El objetivo general de este estudio fue promover el pensamiento relacional en el análisis de expresiones numéricas, utilizando la jerarquía de operaciones, en alumnos de tercer grado de primaria. Se diseñó una secuencia psicoeducativa basada en la representación de propiedades numéricas y expresiones de igualdad por equivalencia, con base en actividades fenoménicas (didáctica fenomenológica) y en la aplicación de la jerarquía de operaciones. Treinta alumnos fueron evaluados a través de múltiples indicadores de su desempeño en dominios tanto procedimentales como conceptuales. El 71.43% de los escolares alcanzaron un nivel muy alto o alto de logro en tareas de la aplicación de la jerarquía de operaciones. Los resultados se discuten en términos de la relación entre el pensamiento relacional y las actividades fenoménicas con el nivel de logro de la jerarquía de operaciones.

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