Resolución de problemas aritméticos verbales. Un análisis de los libros de texto españoles

  1. Santiago Vicente 1
  2. Eva Manchado 1
  3. Lieven Verschaffel 2
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

  2. 2 KU Leuven
    info

    KU Leuven

    Lovaina, Bélgica

    ROR https://ror.org/05f950310

Revista:
Culture and Education, Cultura y Educación

ISSN: 1135-6405,  1578-4118

Año de publicación: 2018

Volumen: 30

Número: 1

Páginas: 87-104

Tipo: Artículo

DOI: 10.1080/11356405.2017.1421606 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Culture and Education, Cultura y Educación

Resumen

En este estudio se analiza si los libros de texto de matemáticas de Primaria de dos editoriales españolas presentan una dieta instruccional variada de problemas aditivos y multiplicativos de diferentes niveles de complejidad. Para ello se analizaron los problemas de todos los cursos de Primaria de las editoriales Santillana y SM, en función de dos niveles de complejidad: (a) procedimental (número de pasos necesarios para resolver el problema); y (b) semántico/matemática (estructura aditiva o multiplicativa, con sus diferentes subtipos). Los resultados muestran que: (a) esos problemas son tan simples que los libros por sí mismos no pueden considerarse una herramienta suficiente para enseñar a los alumnos a resolver los problemas más complejos; y (b) comparándolo con estudios previos, el diseño de los problemas apenas ha cambiado en los últimos 10 años. Estos resultados indican que es necesario enriquecer la variedad de los problemas de los libros tanto a nivel procedimental como semántico/matemático, y ayudar a los maestros a compensar esas carencias al utilizarlos en clase

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