Testing a model for the monitoring of worked-out algebra-problem examplesfrom behaviours to outcomes on a math task

  1. Vicente Sanjosé 1
  2. Carlos B. Gómez-Ferragud 1
  3. José J. Verdugo-Perona 1
  4. Joan J. Solaz-Portolés 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Revista:
Psicología educativa

ISSN: 1135-755X

Año de publicación: 2022

Volumen: 28

Número: 2

Páginas: 141-149

Tipo: Artículo

DOI: 10.5093/PSED2021A25 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Psicología educativa

Resumen

Este estudio tiene como objetivo probar una extensión de un modelo teórico para el mecanismo de control metacognitivo que sirve para la detección de inconsistencias cuando la información proporcionada incluye símbolos abstractos además de texto natural. Se pidió a 94 postgraduados de especialidades STEM que leyeran un ejemplo resuelto de un problema de álgebra y que informaran sobre cualquier incoherencia, inconsistencia o error detectado en el enunciado o en el procedimiento de resolución. A partir de un modelo teórico se definió un conjunto de índices para describir el comportamiento de los participantes a lo largo de la tarea. Se utilizó el software Read & Answer para registrar online los datos de procesamiento individual y los informes de los participantes. Los resultados confirman las predicciones del modelo. Los índices predicen correctamente los resultados de los participantes en la tarea con gran precisión. Los comportamientos específicos de los alumnos podrían asociarse a los resultados observados de la tarea con suficiente confiabilidad dentro de las limitaciones del estudio. Además se ha comparado el procesamiento del álgebra con el procesamiento del texto natural.

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