Justificación de las propiedades distributiva y conmutativa del producto en primaria

• Ramírez Uclés, Rafael ^[1] ; Fuentes, Sandra ^[1] ; López, Mathías A. ^[2] ; Brizuela, Bárbara M. ^[2]
  1. [1] Universidad de Granada

     Universidad de Granada

     Granada, España

     
  2. [2] Tufts University

     Tufts University

     City of Medford, Estados Unidos

     
• Localización: Enseñanza de las ciencias: revista de investigación y experiencias didácticas, ISSN-e 2174-6486, ISSN 0212-4521, Vol. 43, Nº 3, 2025, págs. 179-200
• Idioma: español
• DOI: 10.5565/rev/ensciencias.6334
• Títulos paralelos:
  • Justification of the Distributive and Commutative Properties of the Product in Primary School
• Enlaces
  • Texto completo
• Resumen
  • español

    Se presenta una propuesta de innovación para la justificación de las propiedades distributiva y conmutativa del producto en Educación Primaria. Atendiendo a las nuevas directrices curriculares que fomentan el desarrollo del pensamiento algebraico, se plantean dos sesiones focalizadas en la comprensión conceptual de ambas propiedades en la construcción de las tablas de multiplicar en segundo ciclo. Para evaluar el impacto de la innovación, analizamos las justificaciones de 28 estudiantes (de 8 a 12 años) al entrevistarles sobre la generalización de las propiedades mediante experimentos cruciales y ejemplos genéricos. Los resultados muestran una mayor frecuencia de justificaciones aritméticas y una mayor complejidad en la propiedad distributiva, y evidencian el potencial en estas edades para elaborar justificaciones generales.

  • English

    An innovative proposal is presented for the justification of the distributive and commutative properties of the product in Primary Education. In line with new curricular guidelines that foster the development of algebraic thinking, two sessions are proposed, which focus on developing a conceptual understanding of both properties in the construction of multiplication tables in the second cycle. To evaluate the impact of the innovation, we analyzed the justifications of 28 students (8 to 12 years old) by interviewing them about the generalization of the properties through crucial experiments and generic examples. The results show a greater frequency of arithmetic justifications and greater complexity in the distributive property, demonstrating the potential to develop general justifications at these ages.

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