Fundamentos de diseño de un entorno tecnológico para el estudio de las habilidades en resolución de problemas en primeras edades escolares

  1. Diago, Pascual D. 1
  2. González-Calero, José A. 2
  3. Arnau, David 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

  2. 2 Universidad de Castilla-La Mancha
    info

    Universidad de Castilla-La Mancha

    Ciudad Real, España

    ROR https://ror.org/05r78ng12

Aldizkaria:
Research in Education and Learning Innovation Archives. REALIA

ISSN: 2659-9031

Argitalpen urtea: 2019

Zenbakia: 22

Orrialdeak: 58-76

Mota: Artikulua

DOI: 10.7203/REALIA.22.14113 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Research in Education and Learning Innovation Archives. REALIA

Garapen Iraunkorreko Helburuak

Laburpena

En este trabajo se presentan los fundamentos de diseño de un softwarecapaz de monitorizar y registrar datos referentes a la gestión de procesos de resolución de problemas matemáticos. El softwarepermite una recogida sistemática de las variables del proceso de resolución a partir de las cuales es posible obtener diferentes métricas de aprendizaje del estudiante. Al no centrar la atención exclusivamente en el resultado final del proceso de resolución, es posible identificar tendencias cognitivas de los estudiantes. En este manuscrito describimos las características de este entorno tecnológico junto con la base didáctica que justifica el interés de la investigación en niveles escolares en los que el escaso conocimiento limita la formalización de situaciones de resolución de problemas. Se adjuntan los primeros resultados de un estudio piloto que ha permitido evaluar fortalezas y debilidades de la versión en desarrollo. Finalmente, se discute sobre futuras direcciones para este entorno tecnológico como un paso más tanto en innovación como en investigación en Educación Matemática.

€ Ikusi finantzaketa

Finantzaketari buruzko informazioa

Este trabajo ha contado con el apoyo de los proyectos UV-SFPIE_GER18-848319 (Universitat de València) y EDU2017-84377-R (MINECO/FEDER) y del programa propio de ayudas a investigación de la Universitat de València (Estancias de PDI, 2019).

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