Interpretaciones del signo igualUn estudio de libros de texto

  1. Mónica Ramírez García
  2. Purificación Rodríguez Marcos
Zeitschrift:
Unión: revista iberoamericana de educación matemática

ISSN: 1815-0640

Datum der Publikation: 2011

Nummer: 26

Seiten: 41-55

Art: Artikel

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Andere Publikationen in: Unión: revista iberoamericana de educación matemática

Zusammenfassung

Learning of the meaning of the mathematical symbols and in concrete, the equal sign, it is very important to be able to understand multitude of arithmetical and algebraic expressions. There exist numerous studies that emphasize that the students have big difficulties at the moment of catching his meaning. This article gathers a review from some from these studies that show the interpretations and uses of the equal sign of the students, as well as possible reasons of an incomplete understanding of this sign and how it is possible to develop a relational interpretation of the sign across the relational thinking. Besides, it presents the study of the review of some books of text of mathematics of the first cycle of Primary Education, to establish the way and the contexts in which one presents the equal sign to the students in the first courses.

Bibliographische Referenzen

  • Behr, M. J., Erlwanger, S., y Nichols, E. (1980). How Children View the Equals Sign. Mathematics Teaching, 92, 13-15.
  • Carpenter, T.P., Franke, M. L., y Levi, L. (2003). Thinking Mathematically: Integrating Arithmetic and Algebra in Elementary School. Portsmouth, England: Heinemann.
  • Carpenter, T.P., Levi, L., Franke, M. L. y Zeringue, J. K. (2005). Algebra in Elementary School: Developing Relational Thinking. Madison. ZDM. 37(1), 53-59.
  • Essien, A. y Setati, M. (2006). Revisiting the Equal Sign: Some Grade 8 and 9 Learners’ Interpretations. University of the Witwatersrand, Johannesburg, South Africa. African Journal of Research in SMT Education, 10(1), 47-58.
  • Hunter J. (2007). Relational or Calculational Thinking: Students Solving Open number Equivalence Problems. En J. Watson & K. Beswick, Mathematics: Essential Research, Essential Practice 1, (pp. 421-429). Massey University: MERGA.
  • Knuth, E.J., Alibali, M.W., McNeil, N.M., Weinberg, A. y Stephens, A.C. (2005). Middle School Students’ Understanding of Core Algebraic Concepts: Equivalence & Variable. ZDM 37(1), 68-76.
  • Knuth, E.J., Stephens, A.C., McNeil, N.M., Alibali, M.W. (2006). Does Understanding the Equal Sign Matter? Evidence from Solving Equations. Journal for research in Mathematics Education 37(4), 297-312.
  • McNeil, N.M. y Alibali, M.W. (2005). Why Won’t You Change Your Mind? Knowledge of Operational Patterns Hinders Learning and Performance on Equations. Child Development, 76(4) 883-899.
  • McNeil, N.M., Grandau, L., Knuth, E.J., Alibali, M.W., Stephens, A.C., Hattikudur, S. et al. (2006). Middle-School students’ understanding of the Equal sign: The Books They Read can’t Help. Cognition and Instruction, 24(3), 367-385.
  • Molina, M. (2006). Desarrollo de pensamiento relacional y comprensión del signo igual por alumnos de tercero de educación primaria. Tesis doctoral.Granada: Departamento de Didáctica de la Matemática, Universidad de Granada. Disponible en http://cumbia.ath.cx:591/pna/Archivos/MolinaM072822.PDF.
  • Molina, M. (2009). Una propuesta de cambio curricular: integración del pensamiento algebraico en educación primaria. PNA, 3(3), 135-156.
  • Moliner, M. (2007). Diccionario de uso del Español. Madrid: Editorial Gredos.
  • Morris, A. K. (2003, Spring Edition). The Development of Children’s Understanding of Equality and Inequality Relationships in Numerical Symbolic Contexts. Focus on Learning Problems in Mathematics, 25(2), 18-51.
  • National Council of Teachers of Mathematics (2000).Principles and standars for school mathematics. Reston, VA: Autor.
  • Seo K.H., Ginsburg, H.P (2003). “You’ve Got to Carefully Read de Math Sentence...”: Classroom Context and Children’s Interpretations of the Equal Sign. En A. J. Baroody y A. Dowker (Eds), The development of arithmetic concepts and skill: constructing adaptive expertise (pp. 161, 178). Mahwah NJ: Lawrence Erlbaum Associates.
  • Anexo: Libros de Texto analizados
  • Fernández, B., Santaolalla, E., Monzó, A., Ferrandíz, B., Salomó, X. (2007). Matemáticas. 2º Primaria. Proyecto Trampolín. Madrid: España-Ediciones SM-FSM.
  • Ferrero, L., Martín, M. G., Jiménez, M. C. (2007). Matemáticas 1: primaria, primer ciclo. Proyecto Salta a la vista. Madrid: GRUPO ANAYA.
  • Ferrero, L., Martín, M. G., Jiménez, M. C. (2007). Matemáticas 2: primaria, primer ciclo. Proyecto Salta a la vista. Madrid: GRUPO ANAYA.
  • Fraile, J. (2008). Matemáticas 1. Primer ciclo. Primer Curso. Mundo de Colores.Madrid: Vicens Vives.
  • Fraile, J. (2009). Matemáticas 2. Primer ciclo. Segundo Curso. Mundo de Colores. Madrid: Vicens Vives.
  • Santaolalla, E., Monzó, A., Ferrandíz, B., Salomó, X. (2007). Matemáticas. 1 Primaria. Proyecto Trampolín. Madrid: España-Ediciones SM-FSM.
  • Torra, M. (2008). Matemáticas 1. Educación Primaria, Primer Ciclo. Lapiceros. Madrid: Bruño.
  • Torra, M. (2008). Matemáticas 2. Educación Primaria, Primer Ciclo. Lapiceros. Madrid: Bruño.
Fuente de los datos: Dialnet