Publication: Un modelo de los niveles de comprensión de la propiedad conmutativa de la adición
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1994
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Universidad de Barcelona
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Abstract
En esta investigación se analiza el desarrollo y comprensión de la propiedad conmutativa de la suma. Para ello tres grupos de niños de Educación Infantil (EI), lº y 2° de Educación Primaria (EP) realizaban tres tareas de conmutatividad: Construir, Encontrar y Comparar equivalencias. Asimismo, se tiene en cuenta el tamaño de los pares conmutados para analizar su incidencia en la comprensión de la conmutatividad. Los resultados indican que existen diferencias significativas entre los grupos y las distin tas tareas. En general, los datos obtenidos a partir del análisis de los errores y estrategias de los niños confirman de diverso modo los cinco niveles del modelo hipotético propuesto por Bermejo y Rodr{guez (1993) sobre la comprensión de la propiedad conmutativa: (1) no equivalencia, (2) equivalencia perceptiva, (3) equivalencia basada en el cómputo del resultado, (4) equivalencia práctica y (5) conmutatividad formal.
In this research we analyse the development and understanding of the commutative law of addition by children. To this end three groups of children from EI, first and second course of EP were presented three commutative tasks: construct, find, and compare equivalences. Likewise, we took into account the size of the addends in the commuted pairs to analyse its incidence on children's understanding of commutativity. The results show the existence of significative differences between the groups and the tasks. In general, the analysis of children's errors and strategies offers evidence to partially confirm the five levels of the hipothetical model of understanding commutativity proposed by Bermejo and Rodríguez (1993): (1) no equivalence, (2) perceptual equivalence, (3) computing result-based equivalence, (4) practical equivalence, and (5) formal commutativity.
In this research we analyse the development and understanding of the commutative law of addition by children. To this end three groups of children from EI, first and second course of EP were presented three commutative tasks: construct, find, and compare equivalences. Likewise, we took into account the size of the addends in the commuted pairs to analyse its incidence on children's understanding of commutativity. The results show the existence of significative differences between the groups and the tasks. In general, the analysis of children's errors and strategies offers evidence to partially confirm the five levels of the hipothetical model of understanding commutativity proposed by Bermejo and Rodríguez (1993): (1) no equivalence, (2) perceptual equivalence, (3) computing result-based equivalence, (4) practical equivalence, and (5) formal commutativity.