Conocimiento conceptual y procedimental en matemáticas: su evolución tras décadas de investigación

• Ángela Castro ^[1] ; Montserrat Prat ^[1] ; Núria Gorgorió ^[1]
  1. [1] Universitat Autònoma de Barcelona

     Universitat Autònoma de Barcelona

     Barcelona, España

     
• Localización: Revista de educación, ISSN 0034-8082, Nº 374, 2016, págs. 43-68
• Idioma: español
• DOI: 10.4438/1988-592X-RE-2016-374-325
• Títulos paralelos:
  • Conceptual and procedural Knowledge in mathematics: their development after decades of research
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 5 Citas
• Resumen
  • español

    La investigación en relación al conocimiento conceptual y al conocimiento procedimental en matemáticas ha sido tema de interés y foco de debate a lo largo de los años. En la literatura se encuentran discusiones que abordan desde qué debe desarrollarse en mayor medida en la escuela, si las habilidades o los procedimientos; hasta propuestas acerca de cómo deben estudiarse las interacciones entre ambos tipos de conocimiento. Este trabajo analiza la situación actual del campo a través de la revisión de las caracterizaciones más relevantes presentes en la literatura para ambos tipos de conocimiento, las razones que originaron cambios de enfoque en las investigaciones, las problemáticas actuales y las líneas abiertas de investigación. A su vez, se aporta un cuadro-resumen de los estudios más relevantes según cada tipo de conocimiento, poniendo el foco en el dominio matemático al que pertenecen. Las investigaciones consultadas sugieren que inicialmente los estudios sobre el conocimiento conceptual y procedimental se centraron en niños, extendiéndose posteriormente su estudio a adolescentes, adultos jóvenes y estudiantes para maestro. En un primer momento, las investigaciones sobre estos tipos de conocimiento se centraron esencialmente en los dominios de conteo, adición con uno y varios dígitos, fracciones y razonamiento proporcional; intentado en la mayoría de los casos, determinar el orden de adquisición de los conceptos versus habilidades. Con el trascurso de los años el interés por estos dos tipos de conocimiento se ha acrecentado, y su estudio se ha extendido hacia otros dominios matemáticos, como por ejemplo, las ecuaciones, principios de adición y la substracción, multiplicación y división. No obstante, se observa en este trabajo, que tras décadas de investigación no existe un consenso acerca de cómo definir y medir el conocimiento conceptual y procedimental con un grado suficiente de validez.

  • English

    Investigations related to the conceptual and procedural knowledge in mathematics have been an object of interest and focus of debate throughout the years. In the literature is possible to find discussions that address from which should be further developed in school, if the skills or procedures; up to proposals about how to study interactions between both types of knowledge. This paper analyses the current situation in the field by reviewing the most relevant characterizations in the literature for both types of knowledge, the reasons that led to changes in research focus, the current problems and the open lines of research. In turn, contributes with a summary table of the most significant studies in the literature of each type of knowledge on focus on the mathematical domain to which they belong. The consulted research suggests that initially the studies about conceptual and procedural knowledge focused on children, and being later extended on adolescents, young adults and pre-service teachers. Initially, research on types of knowledge mainly focused on the counting domains, single-digit addition, multi-digit addition, fractions and proportional reasoning; trying in most cases, determine the acquisition order of the concepts versus skills. Over the years the interest in these two types of knowledge has increased, and its study has been extended to other mathematical domains, such as equations, principles of addition and subtraction, multiplication and division. Nevertheless, it is observed in this work that after decades of research there is no consensus about how to define and measure the conceptual and procedural knowledge with an adequate validity level.

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