Aprehensión cognitiva en problemas de generalización de patrones visuales

• María Luz Callejo ^[1] ; Ceneida Fernández ^[1] ; Álvaro García-Reche ^[1]
  1. [1] Universitat d'Alacant

     Universitat d'Alacant

     Alicante, España

     
• Localización: Journal for the Study of Education and Development, Infancia y Aprendizaje, ISSN-e 1578-4126, ISSN 0210-3702, Vol. 42, Nº 4, 2019, págs. 805-828
• Idioma: español
• DOI: 10.1080/02103702.2019.1652447
• Títulos paralelos:
  • Cognitive apprehension in visual pattern generalization problems
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    El objetivo de este estudio era identificar las formas de aprehensión cognitiva utilizadas por estudiantes de 5º y 6º curso (entre 10 y 12 años) para responder a preguntas de generalización lejana en dos problemas de generalización de patrones visuales. Un total de 81 estudiantes resolvieron dos problemas de generalización lineal cuya diferencia estaba en la configuración de la sucesión de figuras (mesas cuadradas y en forma de trapecio). Los resultados muestran que los estudiantes utilizaron distintas formas de aprehensión cognitiva para resolver los problemas y que, en ocasiones, estas variaban en función de la configuración de la secuencia de figuras. Estos resultados indican que las configuraciones podrían determinar las formas de aprehensión utilizadas por los estudiantes favoreciendo, en algunos casos, la emergencia del pensamiento algebraico. Asimismo, la dificultad para modificar la aprehensión y la falta de coordinación entre la estructura espacial y la numérica podrían explicar algunas de las dificultades que los estudiantes experimentan con la generalización lejana.

  • English

    The objective of this study was to identify cognitive apprehensions used by fifth- and sixth-grade students (10–12-year-olds) when answering far generalization questions in two problems of visual pattern generalization. A total of 81 students solved two linear generalizing problems, presented in two different configurations, in a succession of figures (square tables or trapezoid tables). The results showed that students used different types of cognitive apprehensions to solve problems and that these apprehensions sometimes changed according to the configuration of the sequence of figures. This finding indicates that configurations could determine apprehensions used by students, which in some cases led to the emergence of algebraic thinking. In addition, difficulties in modifying apprehension and a lack of coordination between spatial and numerical structures could explain some students’ difficulties in far generalization.

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