Resolución de problemas aritméticos verbales ¿Se resuelven mejor si se presentan como problemas auténticos?

  1. Santiago Vicente
  2. Eva Manchado
Journal:
Journal for the Study of Education and Development, Infancia y Aprendizaje

ISSN: 0210-3702,  1578-4126

Year of publication: 2016

Volume: 39

Issue: 2

Pages: 364-379

Type: Article

DOI: 10.1080/02103702.2016.1138717 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Journal for the Study of Education and Development, Infancia y Aprendizaje

Abstract

This study analysed the effectiveness of presenting mathematical problems as ‘authentic’, which simulated the main aspects of situations in which students are usually involved. To do so, four independent variables were considered: level of mathematical difficulty (easy or difficult); rewording: standard problems (similar to those presented in textbooks), authentic and containing irrelevant situational information; mathematical ability (measured by means of the BADyG test); and reading comprehension level (measured with the comprehension task from the PROLEC-R test). The dependent measure was the success rate of a sample of 156 primary education children (grades four, five and six) in solving each kind of word problem. The results showed that the authentic versions of difficult problems were solved more successfully than other versions by students with high levels of mathematical aptitude and reading comprehension. That means that authentic wording is useful when children are able to understand the added information and have the mathematical knowledge necessary to interpret it

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