Publication: Representación y magnitud de los sumandos en la resolución de problemas aditivos
Loading...
Official URL
Full text at PDC
Publication Date
1988
Advisors (or tutors)
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Taylor and Francis
Citations
Exportar
Abstract
Se estudia la incidencia del nivel de abstracción y de la magnitud de los sumandos en la resolución de tareas aditivas elementales. Para ello, dos muestras de niños de 5 a 7 años pasaron diferentes pruebas. Los resultados muestran en general que los factores edad, modo de representación y el tamaño y posición de los sumandos son estadísticamente significativos. Más en concreto, los niños pequeños son especialmente sensibles al grado de abstracción de los sumandos, mientras que el grupo de los mayores se ve afectado principalmente por el tercer factor. Por otra parte, el repertorio de estrategias empleado es pobre en los preescolares y variado en los escolares.
In this paper we studied the effects of abstraction level and addend size on the solution of elemental addition tasks. To this end, different tests were presented to two groups of children aged 5 to 7 yrs. The data show that factors like age, type of representation and size, and place of the addends are statistically significant. More specifically, the younger children are specially sensitive to the abstraction level of addends, while the group of older children is mainly affected by the third factor. On the other hand, the type of strategies employed is quite poor in the preschool group and varied in the elementary school groups
In this paper we studied the effects of abstraction level and addend size on the solution of elemental addition tasks. To this end, different tests were presented to two groups of children aged 5 to 7 yrs. The data show that factors like age, type of representation and size, and place of the addends are statistically significant. More specifically, the younger children are specially sensitive to the abstraction level of addends, while the group of older children is mainly affected by the third factor. On the other hand, the type of strategies employed is quite poor in the preschool group and varied in the elementary school groups