¿Qué estrategia es mejor para un problema de Fermi? Adaptabilidad de futuros maestros

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

     Universitat de València

     Valencia, España

     
• Localización: Enseñanza de las ciencias: revista de investigación y experiencias didácticas, ISSN-e 2174-6486, ISSN 0212-4521, Vol. 41, Nº 3, 2023, págs. 133-151
• Idioma: español
• DOI: 10.5565/rev/ensciencias.5978
• Títulos paralelos:
  • Which is the Best Strategy for a Fermi Problem? Adaptability of Pre-Service Teachers
• Enlaces
  • Texto completo
• Resumen
  • español

    Los problemas de Fermi, adecuados para primaria, plantean una situación real y abierta que permite desarrollar y comparar múltiples estrategias, lo que requiere que los maestros sean adaptables (capaces de escoger la más apropiada). El objetivo de este trabajo es caracterizar y analizar la adaptabilidad de futuros maestros cuando resuelven estos problemas. Para ello, la investigación se divide en dos estudios. El Estudio 1 presenta una encuesta dirigida a expertos en educación matemática; el análisis de sus respuestas permite vincular las características contextuales de los problemas con estrategias, y estas, con criterios de adecuación (precisión, rapidez y rigor). Estos resultados conducen a una caracterización de adaptabilidad que nos permite abordar el Estudio 2 con futuros maestros, y se concluye que la mayoría de los resolutores adaptables usan estrategias de manera no sistemática.

  • English

    Fermi problems, suitable for primary school, pose a real and open situation that allows the development and comparison of multiple strategies. This requires teachers to be adaptive (able to choose the most appropriate strategy). The aim of this paper is to characterise and analyse the adaptability of prospective teachers when solving these problems. For this purpose, the research is divided into two studies. Study 1 presents a survey addressed to experts in mathematics education; the analysis of their answers makes it possible to link the contextual characteristics of the problems with strategies, and these with appropriateness criteria (accuracy, speed and rigour). These results lead to a characterisation of adaptability that allows us to approach Study 2 with pre-service teachers, finding that most adaptive solvers use strategies non-systematically.

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