Niveles de razonamiento de estudiantes de secundaria y bachillerato en una situación-problema de probabilidad

• Jaime I. García ^[1] ; Miguel Medina ^[1] ; Ernesto Sánchez ^[1]
  1. [1] Cinvestav – IPN (México)
• Localización: Avances de investigación en educación matemática, ISSN-e 2254-4313, Nº. 6, 2014, págs. 5-23
• Idioma: español
• DOI: 10.35763/aiem.v1i6.90
• Títulos paralelos:
  • Levels of reasoning and abstraction of middle and high school students in a problem-situation of probability
  • Niveaux de raisonnement et abstraction des étudiants du collège et du lycée dans une situation-problème de probabilité
  • Níveis de razonamiento e abstracção de alunos do ensino básico e do ensino secundário numa situação-problema de probabilidades.
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 5 Citas
• Resumen
  • español

    En el presente trabajo se explora la manera en que estudiantes de secundaria (14-15 años) y Bachillerato (15-16 años), que no han estudiado probabilidad, resuelven una tarea que involucra algunas nociones básicas de la teoría de probabilidades. El propósito es identificar los rasgos característicos de los niveles de razonamiento que exhiben los estudiantes cuando transitan de la secundaria al Bachillerato frente a una situación-problema de probabilidad. Se utiliza la taxonomía SOLO para organizar las respuestas en niveles estructurales. En general, los estudiantes de Bachillerato muestran un nivel más alto de razonamiento que los estudiantes de secundaria.

  • English

    This paper explores the way in which middle school and high school students, who have not studied probability, solve a task that involves some basic notions of probability. The aim is to identify the characteristic features of the reasoning levels that middle and high school students exhibit when they face a probability situation-problem. The SOLO taxonomy is used to organize the responses in structural levels. In general, high school students showed a higher level of reasoning than middle school students.

  • français

    Dans ce travail on explore la manière dont les élèves du collège et du lycée, qui ne jamais ont fait des cours de probabilité, abordent une tâche qui implique l’usage de certaines notions de base de la théorie des probabilités. L'objectif a été l’identification des traits caractéristiques des niveaux de raisonnement manifestés par les étudiants lorsqu'ils traversent de l'enseignement du collège au du lycée face à une situation-problème de probabilité. On a utilisé la taxonomie SOLO pour organiser les réponses selon les niveaux structurels. En général les lycéens montrent un niveau plus élevé de raisonnement que les élèves du collège.

  • português

    O presente artigo explora a maneira como alunos do 3º ciclo do ensino básico (14-15 anos) e do ensino secundário (15-16 anos), que não estudaram probabilidades, resolvem uma tarefa que envolve algumas noções básicas da teoria de probabilidades. O propósito é identificar os traços característicos dos níveis de razonamiento que exibem os estudantes quando transitam da secundária ao Bachillerato em frente a uma situação-problema de probabilidade. Utiliza-se a taxonomia SOLO para organizar as respostas em níveis estruturais. Em geral, os alunos do ensino secundário mostram um maior nível de raciocínio do que os alunos do 3ºciclo do ensino básico, e as suas respostas distinguem-se pelo tipo de abstração que pressupõem.

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