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Pensamiento relacional en la escolarización de la jerarquía de operaciones y álgebra temprana en primaria | Revista Latinoamericana de Investigación en Matemática Educativa
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Artículos

Vol. 24 No 1 (2021): Mars

Pensamiento relacional en la escolarización de la jerarquía de operaciones y álgebra temprana en primaria

DOI :
https://doi.org/10.12802/relime.21.2411
Publiée
2021-03-15

Résumé

L’objectif général de cette étude était de promouvoir la pensée relationnelle dans l’analyse des expressions numériques, en utilisant l’ordre des opérations, chez les élèves de troisième année du primaire. Une séquence psychoéducative a été conçue à partir de la représentation de propriétés numériques et d’expressions d’égalité par équivalence, basées sur des activités phénoménales (phénoménologie didactique) et l’application de l’ordre des opérations. Trente étudiants ont été évalués à l’aide de plusieurs indicateurs de performance dans les domaines procédural et conceptuel. 71,43% des étudiants ont atteint un niveau de réussite très élevé ou élevé dans les tâches d’application de l’ordre des opérations. Les résultats sont discutés en termes de relation entre la pensée relationnelle et les activités phénoménales avec le niveau de réalisation de l’ordre des opérations.

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