Improving basic math skills through integrated dynamic representation strategies

• Paloma González Castro ^[1] ; Marisol Fernández Cueli ^[1] ; Lourdes Cabeza Soberón ^[1] ; David Álvarez García ^[1] ; Celestino Rodríguez Pérez ^[1]
  1. [1] Universidad de Oviedo

     Universidad de Oviedo

     Oviedo, España

     
• Localización: Psicothema, ISSN-e 1886-144X, ISSN 0214-9915, Vol. 26, Nº. 3, 2014, págs. 378-384
• Idioma: inglés
• Títulos paralelos:
  • Mejora de las competencias matemáticas básicas mediante estrategias de representación dinámica integrada
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• Dialnet Métricas: 2 Citas
• Resumen
  • español

    Antecedentes: con este trabajo se pretende analizar la eficacia de la estrategia Representación Dinámica Integrada (RDI) para desarrollar las competencias matemáticas básicas. Método: participaron en el estudio 72 estudiantes, de edades comprendidas entre los 6 y los 8 años. Se comparó el desarrollo de competencias básicas informales (numeración, comparación, cálculo informal y conceptos informales) y formales (convencionalismos, hechos numéricos, cálculo formal y conceptos formales) en un grupo experimental (n = 35) al que se aplicó la RDI y un grupo control (n = 37) con el fin de identificar el impacto de la intervención. Resultados: el grupo experimental mejora significativamente más que el grupo control en todas las variables evaluadas, excepto en hechos numéricos y cálculo formal. Conclusiones: se puede concluir, por tanto, que la RDI favorece en mayor medida el desarrollo de las competencias más relacionadas con la matemática aplicada que las relacionadas con la matemática de los automatismos y del cálculo mental.

  • English

    Background: In this paper, we analyze the effectiveness of the Integrated Dynamic Representation strategy (IDR) to develop basic math skills. Method: The study involved 72 students, aged between 6 and 8 years. We compared the development of informal basic skills (numbers, comparison, informal calculation, and informal concepts) and formal (conventionalisms, number facts, formal calculus, and formal concepts) in an experimental group (n = 35) where we applied the IDR strategy and in a Control group (n = 37) in order to identify the impact of the procedure. Results: The experimental group improved significantly in all variables except for number facts and formal calculus. Conclusions: It can therefore be concluded that IDR favors the development of the skills more closely related to applied mathematics than those related to automatic mathematics and mental arithmetic.

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