La Comprensión de la Relación Inversa en la División en Edades Tempranas
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Abstract
El objetivo de este trabajo es contribuir al estudio de la génesis de la comprensión de la relación inversa entre los términos de la división en una muestra de niños de primer y segundo curso de educación primaria en una escuela catalana, a través de las justificaciones que los niños dan a sus respuestas a los problemas. Se ha diseñado una intervención en función de dos condiciones de justificación -de la propia respuesta y de la respuesta del adulto- aplicada a una muestra de 44 niños, 20 de primero y 24 de segundo, con edades entre 7:06 y 8:05. Se realiza un Pretest y dos fases de intervención donde se presentan 16 situaciones problema. Los resultados establecen que los niños de segundo curso cometen menos errores que los de primero y parten de una mejor comprensión de la relación inversa. La tipología de errores varía en función del curso y de las fases del estudio. La justificación por la relación inversa es más frecuente en segundo y en la última fase de intervención. Entre las dos condiciones de feedback, la justificación de la respuesta del adulto es la que mejor favorece la comprensión.
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