Acceso usuarios
, Purificación Rodríguez Marcos
La dificultad de los niños para resolver problemas verbales de comparación ha suscitado un gran numero de trabajos, que se aglutinan en torno a dos líneas principales de investigación: la búsqueda de formulaciones alternativas y el entrenamiento en las habilidades de representación. Sin embargo, no se han realizado estudios en los que se analice la capacidad cognitiva requerida para comprender las relaciones numéricas de comparación implicadas en este tipo de problemas verbales. Con este objetivo examinamos el comportamiento de niños de primero, segundo y tercero en cuatro tareas (i. E., Cma, cmc, pvcm y pvca) a sujetos de primero, segundo y tercero de ep. Los resultados obtenidos a partir de las ejecuciones correctas de los niños en las distintas tareas revelan que no todas comportan la misma dificultad, siendo posible detectar la existencia de una secuencia evolutiva de adquisición de las mismas. En concreto, los niños se muestran capaces de resolver estas tareas en el siguiente orden: cma -> cmc -> pvca -> pvcm ->, excepto cuando se analiza solamente el comportamiento de primero y segundo de ep, que invierten el orden de las dos ultimas tareas, apareciendo entonces el orden previ
Children's difficulty to solve comparison word problems brought about two main lines of research: The search for alternative rewordings and the training of representation skills. However, no research had been made in which the cognitive capacity required to understand the numerical relations of comparison involved in this kind of word problem were analyzed. To this end, we examined children's behaviour from first, second and third years of EP in four tasks (i.e., CMA, CMC, PVCM and PVCA). The results obtained from children's correct performances across the different tasks show that not all of them entail the same difficulty, it being possible to detect the existence of a developmental sequence in the acquisition of these tasks. More precisely, children were able to solve the tasks according to the following order: CMA-> CMC-> PVCA> PVCM, except when we considered only first and second graders' responses, which rendered the reverse order for the last two tasks, the tasks thus showing the expected order. The examination of the strategies and errors committed by children lend support to the existence of several factors that will account for children's behaviour in the different tasks, such as the familiarity of the tasks, the links between the tasks with earlier abilities, the fact that the PVCM task resembles easier semantic categories, interference with new learnings and the wording of statements consistent with the operation required to solve the problem.
