Errores cometidos por los candidatos a maestros al resolver problemas matemáticos Preservice mathematics teachers’ errors while solving mathematical problems

dc.creator	Omar Hernández Rodríguez
dc.creator	Wanda Villafañe Cepeda
dc.date	2009-06-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:25:54Z
dc.date.available	2015-07-20T22:25:54Z
dc.identifier	1011-2251
dc.identifier	https://doaj.org/article/b2b2a8b0196b440ba65b0c28bbe40abd
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/21517
dc.description	Se presentan los resultados de un estudio fenomenológico sobre la solución de problemas matemáticos. Participaron ocho estudiantes de educación, seis con especialidad en la enseñanza de las matemáticas a nivel elemental (grados 4 a 6) y dos cuya especialidad era educación secundaria en matemáticas (grados 7 a 12). Se realizaron entrevistas extensas con el objetivo de determinar sus creencias sobre los problemas matemáticos y la forma como los resuelven. También participaron en sesiones de solución de problemas con pensamiento en voz alta y entrevistas retrospectivas con el objetivo de determinar el tipo de representación que realizaban, las estrategias que utilizaban para resolverlos y los procesos de autorregulación que exhibían. El uso de estas técnicas permitió contrastar las creencias de las participantes con su ejecución. Se describen y analizan los errores más frecuentes cometidos por los estudiantes al resolver los problemas presentados.<br>A phenomenological study about mathematical problem solving is described. Eight preservice mathematics teachers participated; six are studying to become teachers at elementary school -4th to 6th grades- and two at high school -7th to 12th grades-. The data was obtained through long interviews, problem solving sessions thinking out loud, and retrospective interviews immediately after the problem solving sessions. The objective of the long interviews was to determine the participants’ beliefs and declarative knowledge about this topic. The objective of the problem solving sessions was to determine the type of representation, strategies, and control processes that the participants use when solving problems. During the retrospective interviews, the participants have the opportunity to reflect about their performance. These techniques gave the researchers a comprehensive description of the phenomenon and allowed to contrast the participants’ beliefs against execution. The most frequent errors of the students when solving the problems are described and analyzed.
dc.language	Spanish
dc.language	Portuguese
dc.language	English
dc.publisher	Universidad Pedagogica Experimental Libertador
dc.relation	http://wwww.scielo.org.ve/scielo.php?script=sci_arttext&pid=S1011-22512009000100006
dc.relation	https://doaj.org/toc/1011-2251
dc.source	Paradigma, Vol 30, Iss 1, Pp 103-116 (2009)
dc.subject	Solución problemas matemáticos
dc.subject	errores al resolver problemas
dc.subject	futuros maestros de matemáticas
dc.subject	Mathematical problem solving
dc.subject	errors when solving mathematical problems
dc.subject	pre service mathematics teachers
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Errores cometidos por los candidatos a maestros al resolver problemas matemáticos Preservice mathematics teachers’ errors while solving mathematical problems
dc.type	article