Errores de los estudiantes de octavo grado en el trabajo pre-algebraico.
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Universidad Nacional de Rosario. Facultad de Humanidades y Artes. Escuela de Ciencias de la Educación
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Esta investigación se basó en la identificación de los errores más comunes que
se cometen en el grado octavo al momento de transformar expresiones aritméticas y
algebraicas en otras equivalentes. Participaron tres grupos (A, B y C) de educación
básica de una institución de carácter oficial. Los estudiantes se reunían por grupos
de tal forma que en cada uno hubiera un estudiante monitor, el que se encargaba de
explicarles a los compañeros lo que no entendían y a la vez anotaba los errores que
les veía cometer; los que se analizaban en reuniones que se hacían en contra-jornada,
donde se discutía la postura de cada grupo y se daban indicaciones para futuros encuentros.
Resultó muy gratificante el trabajo en grupos en el que los propios estudiantes
reportaban los errores de sus compañeros, lo que permitió que los estudiantes que
normalmente los cometían, fueran tomando confianza, perdiendo el temor a admitir
sus errores y ganando autoridad para cuestionar el trabajo de sus compañeros.
This research focalized in the identification of the most habitual mistakes that eight grade students make when they transform arithmetic and algebraic expressions into other equivalent ones. Three groups (A, B and C) of basic education of an official institution participated. The students joined together in groups so that in each of them were a monitor student, who explained to his/her partners what they didn’t understand and wrote their mistakes; which were discussed in the other turn of the working day, where the position of each group was analyzed and some indications for next meeting were given. The work together in groups where the proper students reported themistakes of their partners was very fruitful. It allowed that the students who usually committed, turned self-confident, lost the fear of mistakes and win authority for argue about their partners’ work.
This research focalized in the identification of the most habitual mistakes that eight grade students make when they transform arithmetic and algebraic expressions into other equivalent ones. Three groups (A, B and C) of basic education of an official institution participated. The students joined together in groups so that in each of them were a monitor student, who explained to his/her partners what they didn’t understand and wrote their mistakes; which were discussed in the other turn of the working day, where the position of each group was analyzed and some indications for next meeting were given. The work together in groups where the proper students reported themistakes of their partners was very fruitful. It allowed that the students who usually committed, turned self-confident, lost the fear of mistakes and win authority for argue about their partners’ work.
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