Fomento de la flexibilidad matemática a través de una secuencia de tareas de modelización

• Irene Ferrando ^[1] ; Carlos Segura ^[1]
  1. [1] Universitat de València

     Universitat de València

     Valencia, España

     
• Localización: Avances de investigación en educación matemática, ISSN-e 2254-4313, Nº. 17, 2020, págs. 84-97
• Idioma: español
• DOI: 10.35763/aiem.v0i17.306
• Títulos paralelos:
  • Fostering mathematical flexibility through a sequence of modelling tasks
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    El fomento de la flexibilidad y adaptabilidad en resolución de problemas matemáticos favorece el desarrollo de la competencia matemática. En este estudio se describe y justifica el diseño de una secuencia de tareas de modelización que permite analizar la flexibilidad inter-tarea en los estudiantes.

    El objetivo central del estudio es analizar si los estudiantes son capaces de adaptar sus planes de resolución según aspectos relativos al contexto de la tarea, cambiando de estrategia de una tarea a otra, si estos aspectos varían. En el estudio han participado 110 estudiantes del grado de Maestro/a en Educación Primaria; los resultados permiten conocer en qué medida son flexibles los estudiantes y saben adaptar sus planes de resolución a las tareas, y concluir que la flexibilidad inter-tarea puede promoverse a través de determinadas secuencias de tareas de modelización.

  • English

    The promotion of flexibility and adaptability in mathematical problem solving fosters the development of mathematical competence. This study describes and justifies the design of a sequence of modelling tasks that allows the analysis of inter-task flexibility in students. The central objective of the study is to analyse whether students are able to adapt their resolution plans according to aspects related to the task context, changing their strategy from one task to another, if these aspects vary. The study involved 110 students of the Primary Education Teacher grade; the results allow us to understand to what extent the students are flexible and know how to adapt their resolution plans to the tasks, as well as to conclude that inter-task flexibility can be promoted through certain modelling task sequences.

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