Publication: Problemas verbales de comparación y comprensión de la relación comparativa
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1994
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Fundación Infancia y Aprendizaje
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Abstract
La dificultad de los niños para resolver problemas verbales de comparación ha suscitado un gran número de trabajos, que se aglutinan en torno a dos líneas principales de investigación: la búsqueda de formulaciones alternativas y el entrenamiento en las habilidades de representación. Sin embargo, no se han realizado estudios en los que se analice la capacidad cognitiva requerida para comprender las relaciones numéricas de comparación implicadas en este tipo de problemas verbales. Con este objetivo, examinamos el ccomportamiento de niños de 1.º, 2.º y 3.º en cuatro tareas (i.e., CMA, CMC, PVCM y PVCA) a sujetos de l.º, 2.º y 3.º de EP. Los resultados obtenidos a partir de las ejecuciones correctas de los niños en las distintas tareas revelan que no todas comportan la misma dificultad, siendo posible detectar la existencia de una secuencia evolutiva de adquisición de las mismas. En concreto, los niños se muestran capaces de resolver estas tareas en el siguiente orden: CM A -> CM C -> PVCA -> PVCM, excepto cuando se analiza solamente el comportamiento de l.º y 2.º de EP, que invierten el orden de las dos últimas tareas, apareciendo entonces el orden previsto. El examen de las estrategias y errores cometidos por los niños permiten suponer la existencia de diferentes factores que explicarían el comportamiento infantil en las distintas tareas, como la familiaridad, los vínculos de algunas tareas con habilidades más tempranas, la asimilación de los PVCM a categorías semánticas más sencillas, la interferencia con nuevos aprendizajes y la formulación de enunciados consistentes con la operación que permite solucionar el problema.
Children's difficulty to solve comparison word problems brought about two ain lines of research: The search far alternative rewordings and the training of the representation skils. However, no works had been done in which the cognitive capacity required to understand the numerical relations of comparison involved in this kind of word problems were analyzed. To this end, we examined children's behaviour from first, second and third courses of EP infour tasks (i.e., CMA, CM C, PVCM and PVCA). The results obtained from children's correct performances along the different tasks show that not all of them entail the same difficulty, being it possible to detect the existence of a developmental sequence in the acquisition of these taks. More precisely, children were able to solve the tasks according to the following order: CMA -> CMC -> PVCA -> PVCM, except when we considered only first and second graders'responses, that rendered the reversed order for the last two tasks, since the tasks showed the expected order. The examination of the strategies and errors committed by children lend support to the existence of several factors that will account for children's behaviour in the different tasks, such as the familiarity of the tasks, the links between the tasks with earlier abilities, the fact that the PVCM task resembles easier semantic categories, the interference with new learnings and the wording of the problems, since they are consistent with the operation required to solve them.
Children's difficulty to solve comparison word problems brought about two ain lines of research: The search far alternative rewordings and the training of the representation skils. However, no works had been done in which the cognitive capacity required to understand the numerical relations of comparison involved in this kind of word problems were analyzed. To this end, we examined children's behaviour from first, second and third courses of EP infour tasks (i.e., CMA, CM C, PVCM and PVCA). The results obtained from children's correct performances along the different tasks show that not all of them entail the same difficulty, being it possible to detect the existence of a developmental sequence in the acquisition of these taks. More precisely, children were able to solve the tasks according to the following order: CMA -> CMC -> PVCA -> PVCM, except when we considered only first and second graders'responses, that rendered the reversed order for the last two tasks, since the tasks showed the expected order. The examination of the strategies and errors committed by children lend support to the existence of several factors that will account for children's behaviour in the different tasks, such as the familiarity of the tasks, the links between the tasks with earlier abilities, the fact that the PVCM task resembles easier semantic categories, the interference with new learnings and the wording of the problems, since they are consistent with the operation required to solve them.
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1579-3702 (ed. electrónica)