Evaluación de la Razonabilidad Numérica en alumnado de secundaria

• Macarena Fariña ^[1] ; Alicia Bruno ^[1]
  1. [1] Universidad de La Laguna

     Universidad de La Laguna

     San Cristóbal de La Laguna, España

     
• Localización: Educación matemática, ISSN-e 0187-8298, ISSN 1665-5826, Vol. 37, Nº. 2, 2025, págs. 171-199
• Idioma: español
• DOI: 10.24844/EM3702.06
• Títulos paralelos:
  • Assessment of Numerical Reasonableness in secondary school students
• Enlaces
  • Texto completo
• Resumen
  • español

    Este trabajo analiza cómo alumnado de secundaria (13-14 años) evalúa si el resultado de una repuesta numérica es razonable. Se realizó una prueba escrita con cinco actividades en las que aparecen operaciones con números decimales y fracciones. Las actividades están diseñadas para que el alumnado pueda utilizar justificaciones diferentes para evaluar la razonabilidad numérica. Entre estas justificaciones tenemos la adecuación al contexto, el cálculo operatorio, la estimación numérica y la estimación gráfica. También se analiza la seguridad que manifiesta el alumnado con su respuesta. Los resultados indican que la evaluación de la razonabilidad numérica y la seguridad de las repuestas varía según el tipo de actividades y que el alumnado es capaz de evaluar con seguridad la razonabilidad de una actividad numérica, aunque recurre mayoritariamente al uso de cálculos exactos por encima de otros tipos de justificaciones. Este resultado pone de manifiesto la importancia de fomentar en el alumnado el uso de diferentes estrategias para evaluar si una respuesta numérica es razonable

  • English

    This paper analyzes how secondary school students (13-14 years old) evaluate the result of a numerical answer in a reasonable way. A written test was conducted with five activities involving operations with decimal numbers and fractions. The activities were designed for students to employ different justifications to assess numerical reasonableness. These justifications include contextual appropriateness, operative calculation, numerical estimation, and graphical estimation. It also examines the confidence expressed by the students in the answers they have provided. The results indicate that the assessment of numerical reasonableness and confidence in responses varies according to the type of activities and students can assess the reasonableness of numerical tasks with confidence, although they mainly resort to the use of exact calculations over other types of justifications. This result highlights the importance of encouraging students to use different strategies to assess numerical reasonableness.

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