Una experiencia de investigación-acción para la enseñanza de la proporcionalidad compuesta
Martínez-Juste, Sergio (Universidad de Zaragoza) ; Muñoz-Escolano, José M. (Universidad de Zaragoza) ; Oller-Marcén, Antonio M.
Resumen: En este trabajo describimos y analizamos los resultados de una experiencia de enseñanza de la proporcionalidad compuesta llevada a cabo con alumnos de 1.º y 2.º de secundaria bajo el paradigma de la investigación-acción. La propuesta de enseñanza está elaborada a partir del análisis de los objetos didácticos y los problemas de la enseñanza tradicional. La experimentación se llevó a cabo durante cuatro cursos académicos, en los que se realizaron dos ciclos de investigación-acción. La amplia muestra de trabajo, con unos 120 alumnos involucrados en cada ciclo, y la variedad de instrumentos de recogida de información utilizados durante la fase de acción permiten la obtención de conclusiones sólidas sobre la viabilidad y los puntos fuertes, así como sobre los aspectos mejorables de la propuesta.
In this paper, we describe and analyze the results of an Action-Research teaching experience concerning compound proportional situations, which involved students in 7th and 8th grades. The teaching proposal is developed according to the analysis of didactic objects and the problems of the traditional teaching practice. This piece of research had been carried out over four academic years. Two cycles of Action-Research were completed during this period. The wide sample, with about 120 students involved in each cycle, and the variety of information collection tools used during the action phase, allow us to reach strong conclusions on the feasibility, strengths and improvable aspects of the teaching proposal.
Idioma: Español
DOI: 10.5565/rev/ensciencias.2603
Año: 2019
Publicado en: ENSENANZA DE LAS CIENCIAS 37, 2 (2019), 85-106
ISSN: 0212-4521
Factor impacto JCR: 1.183 (2019)
Categ. JCR: EDUCATION & EDUCATIONAL RESEARCH rank: 182 / 263 = 0.692 (2019) - Q3 - T3
Factor impacto SCIMAGO: 0.481 - Education (Q2)
Financiación: info:eu-repo/grantAgreement/ES/DGA/S36-17D
Tipo y forma: Article (Published version)
Área (Departamento): Área Didáctica Matemática (Dpto. Matemáticas)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
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In this paper, we describe and analyze the results of an Action-Research teaching experience concerning compound proportional situations, which involved students in 7th and 8th grades. The teaching proposal is developed according to the analysis of didactic objects and the problems of the traditional teaching practice. This piece of research had been carried out over four academic years. Two cycles of Action-Research were completed during this period. The wide sample, with about 120 students involved in each cycle, and the variety of information collection tools used during the action phase, allow us to reach strong conclusions on the feasibility, strengths and improvable aspects of the teaching proposal.
Idioma: Español
DOI: 10.5565/rev/ensciencias.2603
Año: 2019
Publicado en: ENSENANZA DE LAS CIENCIAS 37, 2 (2019), 85-106
ISSN: 0212-4521
Factor impacto JCR: 1.183 (2019)
Categ. JCR: EDUCATION & EDUCATIONAL RESEARCH rank: 182 / 263 = 0.692 (2019) - Q3 - T3
Factor impacto SCIMAGO: 0.481 - Education (Q2)
Financiación: info:eu-repo/grantAgreement/ES/DGA/S36-17D
Tipo y forma: Article (Published version)
Área (Departamento): Área Didáctica Matemática (Dpto. Matemáticas)
You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. Exportado de SIDERAL (2020-12-17-14:37:51)
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Record created 2019-07-02, last modified 2020-12-17