Efecto de una instrucción basada en flexibilidad intratarea en la competencia en resolución aritmética de problemas verbales y en el disfrute y utilidad percibida
- Del Olmo-Muñoz, J. 1
- González-Calero, J. A. 1
- Diago, P. D. 2
- Arevalillo-Herráez, M. 2
- Arnau, D. 2
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1
Universidad de Castilla-La Mancha
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2
Universitat de València
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- Teresa F. Blanco (coord.)
- Cristina Núñez-García (coord.)
- María C. Cañadas (coord.)
- José Antonio González-Calero (coord.)
Éditorial: Sociedad Española de Investigación en Educación Matemática, SEIEM
ISBN: 978-84-09-45038-1
Année de publication: 2022
Pages: 239-247
Congreso: Sociedad Española de Investigación en Educación Matemática. Simposio (25. 2022. Santiago de Compostela)
Type: Communication dans un congrès
Résumé
This study aims to analyse students’ problem-solving proficiency and their perceived enjoyment and usefulness after an intra-task flexibility-based training with an intelligent tutoring system. For that purpose, 110 fifth and sixth grade students participated in a two-phase mixed-method study. The first phase consisted of six instructional sessions preceded and followed by test sessions in order to assess eventual problem-solving proficiency gains. Students also completed satisfaction tests with the purpose of analysing their perception towards the training sessions. The second phase consisted of a case study in which a selection of the students solved problems employing intra-task flexibility and answered questions related to the experience. The results reveal that intra-task flexibility improves students’ word-problem proficiency. Besides, although participants do not consider this type of instruction as enjoyable, they evaluate it positively in terms of usefulness.