Razonamiento algebraico en 3º grado

Abstract

RESUMEN: El proyecto de investigación se realiza en el marco de la Práctica Pedagógica de la Licenciatura en Educación Básica con Énfasis en Matemáticas. Se indaga por el desarrollo del Razonamiento Algebraico en niños de 3° grado de la I. E. Andrés Bello, a través de tareas asociadas a la identificación de patrones y regularidades, construcción de secuencias y generación de equivalencias. Se retoman aspectos teóricos del Enfoque Ontosemiótico (Godino, 2002; Godino, Batanero y Font, 2007), el razonamiento algebraico (Godino y Font, 2003; Godino, Aké, Gonzato y Wilhelmi, 2012) y los niveles de algebrización (Godino, Aké, Gonzato y Wilhelmi, 2014). L

ABSTRACT: The investigation project is realized in the frame of the pedagogic practice of the Degree in Basic Education emphatically in Mathematics. This research investigates about the development of the Algebraic Reasoning in children of 3 ° degree of the I. E. Andrés Bello, across tasks associated with the patterns identification and regularities, construction of sequences and generation of equivalences. Are taken up theoretical aspects of the Approach Ontosemiótico (Godino, 2002; Godino, Batanero y Font, 2007), the algebraic reasoning (Godino y Font, 2003; Godino, Aké, Gonzato y Wilhelmi, 2012) and the levels of algebraization (Godino, Aké, Gonzato, y Wilhelmi, 2014). The investigation is framed in the qualitative paradigm from an Interpretive Approach (Hernández, Fernández y Baptista, 2008), in which it is sought to explain, to understand and to interpret the meanings produced by the children during the classes and the development of the tasks associated with the Algebraic Reasoning. The mathematical activities realized by the children were analyzed by means of the algebraization levels (Godino et al., 2014) and in agreement with the typology of the tasks (Mora, 2012) considering the obtained data, the theoretical references and the position that we assume as investigators. During the intervention in the classroom an advance is achieved a development of the algebraic reasoning in the measure that the children achieve to solve some tasks using intensive objects (Aké, 2010), which allows to locate the solution of the task in the levels 1 and 2 of algebraization.