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Título
Los componentes generadores de errores algorítmicos. Caso particular de la sustracción
Autor(es)
Materia
Aprendizaje algorítmico
Educación primaria
Didáctica de las matemáticas
Conocimiento conceptual
Conocimiento procesal
Decaimiento de la información algorítmica
Clasificación UNESCO
6102.02 Problemas de Aprendizaje
5312.04 Educación
1206.03 Análisis de Errores
12 Matemáticas
Fecha de publicación
2007-09
Editor
Ministerio de Educación
Citación
Fernández, R. L., & García, A. B. S. (2007). Los componentes generadores de errores algorítmicos. Caso particular de la sustracción. Revista de Educación, 344, 377-402.
Resumen
[EN] The primary aim of this study was to investigate the implied algorithmic processes in the learning of the subtraction,both in the conceptual and procedural planes,and to establish the relation between both components in the origin of the errors. For that reason, this study is classified as a scientific analysis on the nature and sources of error during the algorithmic processes in the learning of the subtraction.The analysis and final conclusions presented here have been drawn from an experimental cross-sectional test in which 357 students (belonging to the last five years of Primary Education and to four different teaching institutions) have participated.They were all evaluated on conceptual and procedural knowledge in relation to the algorithm of the subtraction.This article offers the results obtained,but also shows a comparative analysis,with results from other investigations in other contexts,completed by authors known internationally and part of the literature that approaches the subject. The results provided demonstrate that, in the teaching-learning process, the conceptual and procedural types of components,specifically applied to the algorithm,are determining factors in the generation of errors. The analysis of the results points at the necessity for a meaningful education that teaches basic concepts and prioritises the development of the numerical sense,in contrast to an algorithm learning process, based on the mechanical and memory-drawn succession of rules or procedures whose nature is not understood.
URI
ISSN
1988-592X
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Descripción:
Artículo principal, resultado de investigación empírica