La comprensión conceptual aritmética en la escuela elemental
- Pérez Pérez, Leire 1
- Núñez López, Andrea 1
- Iglesias Sarmiento, Valentín
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1
Universidade de Vigo
info
ISSN: 0214-9877
Année de publication: 2021
Titre de la publication: LEARNING IN A POSITIVE MOOD: THE RESPONSE TO COVID-19
Volumen: 2
Número: 2
Pages: 163-172
Type: Article
D'autres publications dans: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología
Résumé
Este estudio analizó la comprensión conceptual aritmética desde una doble vía, (conceptual y estratégica) del alumnado escolarizado en 4º, 5º y 6º de Educación Primaria, seleccionado en base a tres grupos de logro: dificultades de aprendizaje en matemáticas (DAM; n=51), competencia normal (CN; n=60) y alto rendimiento (AR; n=21). Concretamente, pretendió (1) caracterizar al alumnado en base a su conocimiento conceptual aritmético y (2) analizar cómo los distintos grupos de logro afrontan tareas más complejas en base a sus habilidades conceptuales previas. Se utilizó la batería BANEVHAR para evaluar la comprensión conceptual y la escala completa de la batería CAS como estimador fiable de inteligencia. Los resultados señalaron los déficits conceptuales del alumnado con DAM respecto a sus iguales de CN y AR que parecen llegar a estos niveles educativos con las habilidades conceptuales adquiridas. Además, se observó que existen diferencias entre los tres grupos en el afrontamiento estratégico de las tareas cuando estas son novedosas o complejas. En este contexto, el alumnado con AR es capaz de resolver las tareas de forma más eficiente. Estos hallazgos resaltan la importancia de la enseñanza conceptual y estratégica de la aritmética y sugieren su implementación práctica en la escuela.
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