Enfoque espontáneo en estructuras matemáticas: patrones y clasificación

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Gina Bojorque
Neli Gonzales
Lieven Verschaffel

Resumen

El propósito del estudio fue examinar si los niños preescolares se enfocan espontáneamente en estructuras matemáticas –patrones y clasificación– y si dicho enfoque se asocia con sus habilidades para trabajar patrones. La metodología fue cuantitativa de tipo descriptivo y comparativo. Participaron en el estudio 60 preescolares que fueron evaluados al finalizar el año escolar. Los resultados indicaron que la mayoría de ellos se enfoca espontáneamente en crear una estructura matemática y que no existe asociación entre su tendencia a enfocarse en estructuras matemáticas y su habilidad para trabajar patrones. No se observaron diferencias en el enfoque espontáneo relacionadas al género ni al nivel socioeconómico. Se concluye que estos resultados permiten apuntar a la naturaleza universal del enfoque espontáneo en estructuras matemáticas.

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Bojorque, G., Gonzales, N. ., Wijns, N., Verschaffel, L., & Torbeyns, J. (2021). Enfoque espontáneo en estructuras matemáticas: patrones y clasificación. PODIUM, (40), 125–142. https://doi.org/10.31095/podium.2021.40.8
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Artículos científicos
Biografía del autor/a

Gina Bojorque, Universidad de Cuenca

Doctor of Educational Sciences, KU Leuven. Docente-investigador, Universidad de Cuenca - Ecuador.

Neli Gonzales, Universidad de Cuenca

Magister en Gerencia de Proyectos Educativos y Sociales, Universidad de Cuenca. Docente-investigador, Universidad de Cuenca - Ecuador.

Nore Wijns, KU Leuven

Doctor of Educational Sciences, KU Leuven. Docente-investigador, KU Leuven – Bélgica.  

Lieven Verschaffel, KU Leuven

Doctor of Educational Sciences, KU Leuven. Docente-investigador, KU Leuven – Bélgica.

Joke Torbeyns, KU Leuven

Doctor of Educational Sciences, KU Leuven. Docente-investigador, KU Leuven – Bélgica.

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