Razonamiento proporcional y algebraico de estudiantes cuando resuelven una tarea probabilística
DOI:
https://doi.org/10.30827/pna.v19i2.29887Palabras clave:
Razonamiento proporcional, Razonamiento algebraico, Probabilidad, Urnas, Educación PrimariaResumen
Se examinan las estrategias y errores en las respuestas de un grupo de estudiantes de sexto curso de Educación Primaria (11-12 años) a una tarea que requiere determinar la composición de una urna cuya probabilidad de éxito es igual que en otra en la que se conoce la razón entre casos favorables y desfavorables. Los resultados muestran que los estudiantes tuvieron éxito al obtener la composición de la urna, pero encontraron dificultades para argumentar sus soluciones. Se evidencian escasos rasgos de razonamiento proto-algebraico. Se concluye la potencialidad del contexto probabilístico para avanzar en el desarrollo del razonamiento proporcional.
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