Exploring young students' functional thinking
DOI:
https://doi.org/10.30827/pna.v7i2.6131Palabras clave:
Generalización, Matemáticas de primaria, Pensamiento funcional, SemióticaResumen
The Early Years Generalizing Project (EYGP) involves Australian years 1 to 4 (age 5 to 9) students and investigates how they grasp and express generalizations. This paper focuses on data collected from 6 Year 1 students in an exploratory study within a clinical interview setting that required students to identify function rules. Preliminary findings suggest that the use of gestures (both by students and interviewers), self-talk (by students), and concrete acting out, assisted students to reach generalizations and to begin to express these generalities. It also appears that as students became aware of the structure, their use of gestures and selftalk tended to decrease.
Exploración del pensamiento funcional de estudiantes jóvenes
El Early Years Generalizing Project (EYGP) implica a estudiantes de primer a cuarto curso de la educación primaria australiana (de 5 a 9 años) e investiga cómo comprenden y expresan las generalizaciones. Este artículo se centra en los datos recogidos de 6 estudiantes de primer curso en un estudio exploratorio con entrevista clínica que requería que los estudiantes identificaran patrones funcionales. Los resultados preliminares sugieren que el uso de los gestos (de estudiantes y entrevistadores), las conversaciones con ellos mismos (de estudiantes), y las actuaciones concretas, ayudaron a los estudiantes a buscar generalizaciones y a comenzar a expresar estas generalidades. También parece que cuando los estudiantes tomaron conciencia de la estructura, el uso de gestos y de las conversaciones con ellos mismos tendió a disminuir.
Handle: http://hdl.handle.net/10481/22369
Nº de citas en WOS (2017): 3 (Citas de 2º orden, 3)
Nº de citas en SCOPUS (2017): 1 (Citas de 2º orden, 0)
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Biografía del autor/a
Elizabeth Warren, Australian Catholic University, Australia
Jodie Miller, Australian Catholic University, Australia
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Código ORCID
Thomas J. Cooper, Queensland University of Technology, Australia
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