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

• Santiago Vicente ^[1] ; Eva Manchado ^[1] ; Lieven Verschaffel ^[2]
  1. [1] Universidad de Salamanca

     Universidad de Salamanca

     Salamanca, España

     
  2. [2] KU Leuven

     KU Leuven

     Arrondissement Leuven, Bélgica

     
• Localización: Culture and Education, Cultura y Educación, ISSN-e 1578-4118, ISSN 1135-6405, Vol. 30, Nº 1, 2018, págs. 87-104
• Idioma: español
• DOI: 10.1080/11356405.2017.1421606
• Títulos paralelos:
  • Solving arithmetic word problems. An analysis of Spanish textbooks
• Texto completo no disponible (Saber más ...)
• Dialnet Métricas: 6 Citas
• Resumen
  • español

    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

  • English

    This study analyses whether the primary school mathematics textbooks from two Spanish publishers show a varied instructional diet of addition and multiplication problems at different levels of complexity. To do so, it analyses the problems in all the primary grades by the publishers Santillana and SM according to two levels of complexity: (a) procedural (number of steps needed to solve the problem); and (b) semantic/mathematical (addition or multiplication structures, with their different subtypes). The results show that: (a) these problems are so simple that the books themselves cannot be regarded as a sufficient tool to teach students to solve the more complex problems; and (b) if we compare them with previous studies, the design of the problems has hardly changed in 10 years. These results show that the variety of problems in books should be expanded both procedurally and semantically/mathematically, and teachers should be given assistance to compensate for these shortcomings when using these textbooks in class

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