ESTUDIANTES PARA MAESTRO DE PRIMARIA COMO RESOLUTORES Y EVALUADORES DE PROBLEMAS DE ESTRUCTURA MULTIPLICATIVA
Resumen
En este artículo se reporta un estudio con estudiantes para maestro (EPM) acerca de la relación entre el éxito en la resolución de problemas de estructura multiplicativa del tipo „isomorfismo de medidas‟ y la evaluación de diferentes soluciones dadas por alumnos de Primaria a estos mismos problemas. Los resultados muestran que la relación entre la resolución de un problema de estructura multiplicativa y la forma de calificar no es causal, debido por un lado a que es más fácil identificar una solución correcta que elaborarla (problemas mal resueltos y bien calificados) y por otro a que los conocimientos profesionales son a veces insuficientes para valorar estrategias alternativas a la multiplicación y a la división o tienen creencias inadecuadas relativas a este tipo de problemas y a los criterios de evaluación (problemas bien resueltos y mal calificados). Además las tareas propuestas pueden ser potencialmente útiles para construir los conocimientos necesarios para enseñar matemáticas.
Palabras clave: problemas de estructura multiplicativa, formación de estudiantes para maestro, conocimiento profesional.
PRESERVICE ELEMENTARY TEACHERS AS SOLVERS AND REVIEWERS OF MULTIPLICATIVE STRUCTURE PROBLEMS
Abstract
The aim of this paper is to study the relationship between the success of pre-service teachers (EPM) when solving problems with a multiplicative structure (isomorphism of measures) and EPM scores of primary school pupils‟ answers to the same problems. Results show that there is not a causal relationship between solving a problem with a multiplicative structure and the way that EPM grade pupils‟ answers because it is easier to identify a correct solution than solve correctly a problem (incorrect resolution but well-graded pupils‟ answers), the professional knowledge of pre-service teachers is often insufficient to grade alternative strategies (different from multiplication and division) and finally, because they have inappropriate beliefs related to the type of problems and assessment criteria (correct resolution but poorly graded of pupils‟ answers). Moreover, the proposed tasks could be potentially useful for building the necessary knowledge to teach mathematics.
Key Words: problems with multiplicative structure, training pre-service teacher, professional knowledge.
Palabras clave: problemas de estructura multiplicativa, formación de estudiantes para maestro, conocimiento profesional.
PRESERVICE ELEMENTARY TEACHERS AS SOLVERS AND REVIEWERS OF MULTIPLICATIVE STRUCTURE PROBLEMS
Abstract
The aim of this paper is to study the relationship between the success of pre-service teachers (EPM) when solving problems with a multiplicative structure (isomorphism of measures) and EPM scores of primary school pupils‟ answers to the same problems. Results show that there is not a causal relationship between solving a problem with a multiplicative structure and the way that EPM grade pupils‟ answers because it is easier to identify a correct solution than solve correctly a problem (incorrect resolution but well-graded pupils‟ answers), the professional knowledge of pre-service teachers is often insufficient to grade alternative strategies (different from multiplication and division) and finally, because they have inappropriate beliefs related to the type of problems and assessment criteria (correct resolution but poorly graded of pupils‟ answers). Moreover, the proposed tasks could be potentially useful for building the necessary knowledge to teach mathematics.
Key Words: problems with multiplicative structure, training pre-service teacher, professional knowledge.
Texto completo:
PDFEnlaces refback
- No hay ningún enlace refback.