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• W2094195934 abstract "La resolución de problemas desempeña un papel de gran relevancia tanto en la educación matemática como en el aprendizaje de las demás disciplinas científicas. El objetivo de esta investigación es analizar las diferentes estrategias de resolución de problemas algebraicos en función del sexo. Para tal fin, se han estudiado las formas de resolver problemas de 598 estudiantes de 2.°, 3.° y 4.° de Educación Secundaria Obligatoria. El alumnado se clasifica en 3 grupos de resolución, en función de los procedimientos empleados en la resolución de los problemas: el grupo de resolución algebraico, el grupo mixto (emplean el álgebra y la aritmética) y el grupo no definido (procedimiento ni algebraico ni aritmético). Los datos obtenidos indican que no se encuentran diferencias estadísticamente significativas entre chicos y chicas en cuanto a procedimientos de resolución. Se discuten las implicaciones cognitivas, educativas y sociales de los resultados. Problem solving plays a very important role in both mathematics education and in the learning of other scientific disciplines. The objective of this study is to analyze the different strategies used to solve mathematical problems according to sex. To do this, the ways 598 students in 8th, 9th and 10th grade of Secondary School solved problems were studied. The students were classified into 3 groups, according to the different problem solving procedures: the algebra problem solving group, the mixed group (algebraic and arithmetic solving) and the undefined group (neither algebraic nor arithmetic). The data showed that there were no statistically significant differences between boys and girls in terms of solving processes. The cognitive, educational and social implications are discussed." @default.
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• W2094195934 date "2014-07-01" @default.
• W2094195934 modified "2023-09-25" @default.
• W2094195934 title "Diferencias en la resolución de problemas algebraicos en función del sexo en estudiantes de Educación Secundaria" @default.
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• W2094195934 doi "https://doi.org/10.1016/j.aula.2014.02.001" @default.
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