Dificultades para Codificar, Relacionar y Categorizar Problemas Verbales Algebraicos: dos estudios con estudiantes de secundaria y profesores en formación

Ferragud, Carlos B. Gómez; Portolés, Joan Josep Solaz; López, Vicente Sanjosé

doi:10.1590/1980-4415v28n50a12

Cited by 3 publications

(2 citation statements)

References 27 publications

(32 reference statements)

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“…First, students performed a sorting problems task (Chi, Feltovich and Glaser, 1981). They had to sort 8 (unsolved) word problems and to define groups according to their mathematical solution (Gómez-Ferragud, Solaz-Portolés and Sanjosé, 2013c). The aim of this task was to activate basic cognitive processes implied in problem-solving by analogical transfer: codifying, indexing and mapping problems.…”

Section: Design and Materialsmentioning

confidence: 99%

Effects of Topic Familiarity on Analogical Transfer in Problem-Solving: A Think-Aloud Study of Two Singular Cases

Ferragud¹,

Portolés

López

2015

EURASIA J MATH SCI T

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We conducted a qualitative research of case studies based on think-aloud protocols. The aim was to carry out in-depth analyse secondary students' cognitive difficulties appearing in early stages of transfer processes in problem-solving. The task was to relate several source problems to a target problem, in order to solve it effectively. Source and target problems had different Surface and/or Structural similarities. In this paper, the solvers' high or low Familiarity with the problem stories on transfer processes was also focused on. Two emergent instructional phenomena are described, both associated to specific students' cognitive obstacles to achieve success in solving the target problem: the 'Screen effect' and the 'Sisyphus effect'. The obstacles were harder for low Familiarity problems.

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Section: Design and Materialsmentioning

confidence: 99%

Effects of Topic Familiarity on Analogical Transfer in Problem-Solving: A Think-Aloud Study of Two Singular Cases

Ferragud¹,

Portolés

López

2015

EURASIA J MATH SCI T

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“…Se ha probado que los estudiantes de menor conocimiento previo focalizan su atención y son muy influidos por el nombre de la incógnita, su posición en un enunciado o su rol matemático, etc. (Gómez-Ferragud et al, 2013c).…”

Section: Análisisunclassified

Efecto pantalla y efecto Sísifo: dos fenómenos didácticos en la resolución de problemas por transferencia analógica

Ferragud¹,

Portolés

López³

2014

Didáctica De Las Ciencias Experimentales Y Sociales

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Resumen: Se presenta un estudio cualitativo, basado en entrevistas semi-estructuradas, de 2 casos que muestran dos fenómenos didácticos de interés en la resolución de problemas por transferencia analógica. El primero muestra un 'efecto pantalla', en el cual el sujeto no puede acceder a la estructura de los problemas a partir de los enunciados. En el segundo caso, el sujeto no logra alcanzar un estado estable de comprensión, a pesar de su avance, y por tanto acaba por retroceder a un estado de ausencia de conflicto cognitivo, pero indeseado desde el punto de vista didáctico ('efecto Sísifo'). Se discuten las posibles implicaciones didácticas de estos casos.Palabras clave: Resolución de problemas; Transferencia analógica; Superficie y Estructura de problemas; Entrevista semiestructurada; Educación secundaria.Abstract: A qualitative study, based on semi-structured interviews to two students, is presented. These two cases represent interesting learning phenomena related to problemsolving by analogical transfer. The first one shows a 'Screen effect' in which the student cannot access to the problems structure from their statements. The second case shows the 'Sisifo effect': the subject is progressing up on the 'learning slope', but is not able to arrive to a steady, new cognitive state. As a consequence, he/she returns to a 'lower' cognitive state, free from cognitive conflict but undesirable from the educational point of view. The possible educational consequences of these cases are discussed.

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A Cognitive Model to Analyse Physics and Chemistry Problem-Solving Skills: Mental Representations Implied in Solving Actions

Álvarez¹,

Torres

Gangoso

et al. 2020

JBSE

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In physics and chemistry, the development of problem-solving skills is necessary to become an expert. A simple cognitive model to analyse such development is proposed and tested. An exploratory research was conducted with expert professors and students in initial and advanced years. A think aloud procedure was used to obtain relevant data while the participants tried to solve undefined, open problems. Solving these problems required a particular skill representative of expertise: modelling reality using science. More than 1350 solving actions were collected and related to the mental representations elaborated, developed and inter-related by solvers. The proposed model was able to account for expert-novice differences in terms of the respective distributions of solving actions among the mental representations. Large differences appeared in the mental representation of Conceptual scientific Model. In addition, advanced and initial students showed similar and significant averages of unproductive actions, while experts took very few. Experts showed high convergence in their distributions of actions among the mental representations. If the outcomes were replicated with higher external validity, the model could help researchers to analyse the cognitive mechanisms in problem-solving, and teachers to better focus their efforts on specific students’ lacks. Keywords: cognitive model, expert-novice differences, mental representations, problem-solving skills, solving actions

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Dificultades para Codificar, Relacionar y Categorizar Problemas Verbales Algebraicos: dos estudios con estudiantes de secundaria y profesores en formación

Cited by 3 publications

References 27 publications

Effects of Topic Familiarity on Analogical Transfer in Problem-Solving: A Think-Aloud Study of Two Singular Cases

Effects of Topic Familiarity on Analogical Transfer in Problem-Solving: A Think-Aloud Study of Two Singular Cases

Efecto pantalla y efecto Sísifo: dos fenómenos didácticos en la resolución de problemas por transferencia analógica

A Cognitive Model to Analyse Physics and Chemistry Problem-Solving Skills: Mental Representations Implied in Solving Actions

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