Publication: Aprendizaje de la adición y sustracción. Secuenciación de los problemas verbales según su dificultad
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1998
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Instituto Nacional de Psicología Aplicada y Psicotecnia
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Abstract
La enseñanza-aprendizaje de la adición y sustracción se facilita teniendo en cuenta el grado de dificultad de los distintos tipos de problemas. Partiendo de esta idea, la presente investigación pretende jerarquizar los problemas verbales de sumar y restar en función de la dificultad de los mismos. Para ello, tres grupos de niños de 21 de Educación Infantil (x = 5.7), de 11 de Educación Primaria (x = 6.8) Y de 21 de Educación Primaria (x = 7.9) han pasado un conjunto de pruebas individuales, tanto verbales como numéricas. Los resultados muestran la existencia de diferencias estadísticamente significativas en el comportamiento de los niños en función de la escolaridad, del tipo de problema y de la ubicación de la incógnita. Sin embargo, no hay diferencias significativas en función del tipo de operación, sea ésta de adición o de sustracción. Así mismo, cada curso tiende a utilizar unas estrategias determinadas y comete igualmente unos errores característicos. Finalmente, presentamos una jerarquización de los distintos problemas verbales, obtenida mediante la aplicación del Escalograma de Guttman.
The teaching and learning of addition arid subtraction is fostered by taking into account the level of difficulty of the several kinds of'problems. Starting from this point, the present research is intended to make a hierarchy of addition and subtraction word problems attending to their difficulty. To this end, three groups of children from 2nd course of Educación Infantil (M: 5 years and 7 months), 1st course of Educación Primaria (M: 6 years and 8 months) and 2nd course of Educación Primaria (M: 7 years and 9 months) went through a set of individual tests, both verbal and numerical. The data show the existen ce of significant differences in children=s behavior depending on their school level, on the kind of problem and on the place of the unknown. However, there are not significant differences regarding the kind of operation, that is, addition or subtraction. Likewise, . each course tends to use specific kinds of strategies and errors. Finally, we present a hierarchy of the different word problems, obtained through the application of Guttman's Scalogram.
The teaching and learning of addition arid subtraction is fostered by taking into account the level of difficulty of the several kinds of'problems. Starting from this point, the present research is intended to make a hierarchy of addition and subtraction word problems attending to their difficulty. To this end, three groups of children from 2nd course of Educación Infantil (M: 5 years and 7 months), 1st course of Educación Primaria (M: 6 years and 8 months) and 2nd course of Educación Primaria (M: 7 years and 9 months) went through a set of individual tests, both verbal and numerical. The data show the existen ce of significant differences in children=s behavior depending on their school level, on the kind of problem and on the place of the unknown. However, there are not significant differences regarding the kind of operation, that is, addition or subtraction. Likewise, . each course tends to use specific kinds of strategies and errors. Finally, we present a hierarchy of the different word problems, obtained through the application of Guttman's Scalogram.