La aplicación del conocimiento contextualizado en la resolución de problemas matemáticos un estudio sobre las dificultades de los niños en la resolución de problemas no rutinarios
Restricted accessResearch articleFirst published online January, 2012
La aplicación del conocimiento contextualizado en la resolución de problemas matemáticos un estudio sobre las dificultades de los niños en la resolución de problemas no rutinarios
El objetivo de este estudio es profundizar en las dificultades encontradas en los niños cuando resuelven problemas no rutinarios y que parecen provenir de ciertas creencias matemáticas incorrectas. Para ello, se solicitó a alumnos de 2° y 3° de E.P. que resolviesen y corrigiesen problemas no rutinarios contrarios a cuatro de esas concepciones. Los resultados mostraron, en primer lugar, que las creencias consistentes en que “todo problema tiene una solución” o “hay una única solución posible” eran más difíciles de vencer que las relativas a que “siempre deben realizarse cálculos” o “todos los datos numéricos deben ser empleados”. En segundo lugar, además, estas dificultades aumentaban cuando los alumnos tenían que resolver ellos mismos los problemas. Por último, a pesar de que la ejecución de los niños de 2° y 3° fue similar, las estrategias de resolución incorrectas empleadas fueron diferentes.
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