Uso de esquemas multiplicativos de los niños: un estudio basado en tareas con niños de educación básica primaria

Abstract

An analysis of the multiplicative schemes of children used by primary school children (6-9 years of age) of an educational institution of Bogotá, Colombia, to solve multiplicative tasks before receiving multiplication instruction and after receiving instruction is presented. . The analysis focused on identifying the multiplicative schemes that children use when faced with counting and multiplicative tasks, particularly if action schemes and higher order schemes are identified, in contexts that offer manipulable material, diverse representations and exchange with others. Finally, the analysis made it possible to identify, through a documentary review, the multiplicative and counting schemes that have been reported in the schematic literature and contrast with the actions performed by the children in the proposed tasks, and provide more examples of the use of these schemes and identify them in school work. This research was developed using the method of task-based interviews, from which it was possible to find evidence about the schemes used by children, in particular an inventory of numerical sequence schemes and multiplicative schemes and a broader description of them and of the possible tasks that can be addressed so that multiplicative schemes emerge.