Instrucción en el uso de esquemas para la resolución de problemas aditivos a estudiantes con necesidades educativas especiales

• Ramos, Laura ^[1] ; Castro, Encarnación ^[1] ; Castro-Rodríguez, Elena ^[1]
  1. [1] Universidad de Granada

     Universidad de Granada

     Granada, España

     
• Localización: Enseñanza de las ciencias: revista de investigación y experiencias didácticas, ISSN-e 2174-6486, ISSN 0212-4521, Vol. 34, Nº 1, 2016, págs. 173-192
• Idioma: español
• DOI: 10.5565/rev/ensciencias.1765
• Títulos paralelos:
  • Instrucció en l'ús d'esquemes per a la resolució de problemes additius a estudiants amb necessitats educatives especials
  • Instruction on use of schematic diagrams in solving addition word problems for students with special educational needs
• Enlaces
  • Texto completo  1    2  
• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Se presenta un estudio basado en el trabajo de tres estudiantes (17-18 años) con necesidades educativas especiales a los que se les hace una instrucción directa sobre situaciones y problemas aritméticos verbales de suma y resta, de una etapa, mediante el uso de esquemas visuales. El trabajo tiene como objetivo explorar si influye en dichos estudiantes este modelo de implementación de los problemas. Los tres estudiantes presentan tipologías diferentes, por lo que se trata de un estudio de tres casos. El análisis de los datos ha mostrado influencia positiva en los tres estudiantes.

  • català

    Es presenta un estudi basat en el treball de tres estudiants (17-18 anys) amb necessitats educatives especials als quals se'ls fa una instrucció directa sobre situacions i problemes aritmètics verbals de suma i resta, d'una etapa, mitjançant l'ús d'esquemes visuals. El treball té com a objectiu explorar si influeix en aquests estudiants aquest model d'implementació dels problemes. Els tres estudiants presenten tipologies diferents, per la qual cosa es tracta d'un estudi de tres casos. L'anàlisi de les dades ha mostrat influència positiva en els tres estudiants.

  • English

    We present a study based on the work of three students (17-18 years old) with special educational needs who have been instructed about how to solve situations and arithmetic word problems (addition and subtraction) situations and one-step arithmetic world problems using schematic diagrams. The aim of the study is to explore how this model of instruction influences students. As the three students present different typologies so there are three cases. Data analysis has shown positive influence on the three students.

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