La activacion del conocimiento real en la resolucion de problemas. Un estudio evolutivo sobre los problemas no-rutinario de adicion.

摘要

The aim of the present research was to analyze the nature of children's difficulties in solving non-routine problems. According to Reusser and Stebler (1997), children have development some incorrect beliefs about how they have to solve math word-problems. These beliefs seem to be responsible of the lack of realism in children's responses.;The participants were 22 second-graders and 22 third-graders from a public school. They were individually asked to solve non-routine addition problems involving different Semantic Structures (Change vs. Comparison) and different Kinds of Information in the Statement (Unsolvable vs. Multiple Solutions vs. Irrelevant Information vs. Solution into the Statement). A month later, all students were evaluated in another Context, which they were asked to correct others children's responses. The aim was determinate whether the success or failure could be depending on the kind of Evaluation (Solving problems vs. Correcting mistakes).;Our data showed, firstly, that difficulty level of the problems was related to each kind of numerical information included in the Statement which is against to different children's beliefs. In fact, Multiple Solution situations were the most difficult because childrens was not able to get a only one and precise numerical answer. In comparison, problems including Irrelevant Information problems or Solution in the Statement were easier because the correct answers could be obtained by omitting the non-significative Information. Secondly, all non-routine problems were significative more difficult in Comparison than in Change. Finally, the percentages of correct responses were not influence by the Context of Evaluation or the Group of Age. In other words, incorrect and stereotyped procedures were activated in children of all age, independently of they were solving the problems or correcting other children's mistakes.