Skip to main navigation menu Skip to main content Skip to site footer
Logo Revista Latinoamericana de Investigación en Matemática Educativa

Artículos

Vol. 7 No. 1 (2004): Marzo

PROSPECTIVE TEACHERS OF PRIMARY AND SECONDARY SCHOOL CLASSIFY ADDITIVES PROBLEMS WITH NEGATIVE NUMBERS

Submitted
December 22, 2024
Published
2004-03-31

Abstract

In this research it is analyzed how, prospective teachers of Primary and Secondary school, classify additives problems with negative numbers according to the structures of the statements. Problems with structures of Combination, Change, Comparison and Two Changes have been used. The clinical interviews allow to analyze the classification criteria used by the students. It has been observed that these criteria can be complete (to look for the three numerical situations of the statement) or partial (to look for two numerical situations). It shows too how the contextual and linguistic aspects condition the classification

References

  1. Bell, A. (1986). Enseñanza por diagnóstico. Algunos problemas sobre números enteros. Enseñanza de las Ciencias, 4(3), 199-208.
  2. Bruno, A. (2000). Los alumnos redactan problemas aditivos de números negativos. EMA, Investigación e innovación en educación matemática, 5(3), 236-251.
  3. Bruno, A. & Espinel, C. (2003). Problemas aditivos con números negativos: estudio sobre tres métodos de enseñanza con alumnos de nivel medio básico. Educación Matemática (aceptado para publicar).
  4. Bruno, A.; Espinel, C. & Martinón, A. (1998). Prospective teachers solve additive problems with negative numbers. Focus on learning problems in mathematics, 19(4), 36-55.
  5. Bruno, A. & Martinón, A. (1997a). Clasificación funcional y semántica de problemas aditivos. Educación Matemática, 9 (1), 33-46.
  6. Bruno, A. & Martinón, A. (1997b). Procedimientos de resolución de problemas aditivos de números negativos. Enseñanza de las Ciencias, 15 (2), 249-258.
  7. Conne, F. (1985). Calculs numériques et calculs relationnels dans la résolution de problèmes d’arithmétique. Recherches en Didactique des Mathématiques, 5(3) 269-332.
  8. D'Amore, B. (1997). Problemas. Pedagogía y Psicología de la Matemática en la actividad de resolución de problemas. Madrid: Editorial Síntesis.
  9. Fuson, K. (1992). Research on whole number addition and subtraction. En Grouws, D. (Ed.), Handbook of Research on Mathematics Teaching and Learning (pp. 243-275). New York: MacMillan Publishing Company.
  10. González, J.L.; Iriarte, M.; Jimeno, M.; Ortiz, A.; Ortiz, A. & Sanz, E. (1990). Números enteros. Síntesis. Madrid.
  11. Marthe, P. (1979). Additive problems and directed numbers. Proceedings of the III PME (pp. 153-157). Warwick.
  12. Rudnitsky, A.; Etheredge, S.; Freeman, J.M. & Gilbert, T. (1995). Learning to solve addition and subtraction word problems through a structure-plus-writing approach. Journal for Research in Mathematics Education, 26 (5) 467-486.
  13. Vergnaud, G. (1982). A classification of cognitive tasks and operations of thought involved in addition and subtraction problems. En Carpenter, T.; Moser, J, Romberg, T. (Eds.) Addition and subtraction: A cognitive perspective. New Jersey: LEA..
  14. Vergnaud, G. & Durand, C. (1976). Structures additives et complexité psychogénétique. La Revue Française de Pédagogie, 36, 28-43.
  15. Verschaffel, L. & De Corte, E.(1996). Number and arithmetic. En Bishop, A.J. et al. (Eds) International Handbook of Mathematics Education (pp. 99-137). Netherlands: Kluwer Academic Publishers.

Downloads

Download data is not yet available.

Similar Articles

1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.