Los componentes generadores de errores algorítmicos. Caso particular de la sustracción

Abstract

[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.