Developing a Framework for Evaluating Student's Understanding at Figural Pattern Generalization

Nasim Asghary; Robabeh Afkhami; Alireza Medghalchi

doi:10.30827/pna.v18i1.16566

Autores/as

Nasim Asghary Central Tehran Branch, Islamic Azad University, Iran
Robabeh Afkhami Central Tehran Branch, Islamic Azad University, Iran https://orcid.org/0000-0001-8275-767X
Alireza Medghalchi Kharazmi University, Iran https://orcid.org/0000-0003-3600-1825

DOI:

https://doi.org/10.30827/pna.v18i1.16566

Palabras clave:

Generalización de patrones figurativos, Marco de desarrollo, Representación de estructuras, Teoría APOS

Resumen

Los patrones figurativos tienen una capacidad única para promover el pensamiento funcional. Este estudio tuvo como objetivo identificar las construcciones mentales de los estudiantes de 7º grado en Generalización de Patrones Figurativos (FPG) mediante el uso de la teoría de Acción, Proceso, Objeto y Esquema (APOS) para desarrollar un marco para evaluar la comprensión de la FPG. Una muestra de 220 estudiantes completó una prueba diseñada en el marco APOS y 19 estudiantes participaron en una entrevista semiestructurada. Los resultados mostraron que existen niveles de acción emergentes y parciales antes de la etapa de acción y niveles de proceso/objeto pre, emergentes y parciales antes de la etapa de proceso/objeto.

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Biografía del autor/a

Nasim Asghary, Central Tehran Branch, Islamic Azad University, Iran

Assistant Professor in Mathematics and statistics Department in Islamic Azad University, central Tehran branch.

Robabeh Afkhami, Central Tehran Branch, Islamic Azad University, Iran

Phd. student in Mathematics and statistics Department in Islamic Azad University, central Tehran branch.

Citas

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