Mathematical Challenges in Problem Solving: A proposal for classification in polynomial addition

Article Sidebar

PDF (Español (España))
Published: Dec 22, 2022
Keywords:
Honduras, challenges, students, difficulties, skills

Main Article Content

Manuel Aguilera
"Francisco Morazán" National Pedagogical University
Victoria Valdez
"Francisco Morazán" National Pedagogical University
Arnaldo Osorto
"Francisco Morazán" National Pedagogical University
Keilin Hernández
"Francisco Morazán" National Pedagogical University

Abstract

Students present mathematical challenges when they are unable to solve a particular problem, thereby generating interest in the topic. It is important to note that these challenges are related to the domain of skills that students should possess. Honduras is particularly interested in the domain of skills, since standardized assessment tests have been implemented at the national and regional levels in recent years with the purpose of measuring the performance of students in basic education. Based on the results obtained in the latest evaluation, students who have completed the third cycle of basic education (seventh to ninth grade) have significant knowledge deficiencies, with an average percentage of performance in algebraic expressions ranging between 26% and 35% (Secretaría de Educación SE, 2014, p.49). After the above considerations it is easy to determine that students have difficulties in the block of algebraic expressions where the topic of polynomials is addressed. In order to contribute to the improvement of the situation, the present study addresses this topic and seeks to identify the challenges presented by students in this section.

Downloads

Download data is not yet available.

Article Details

How to Cite
Martínez Aguilera, A. M., Valdez Fuentes, V. Y., Osorto Espinal, A. J. ., & Hernández Guerrero, K. F. . (2022). Mathematical Challenges in Problem Solving: A proposal for classification in polynomial addition. Mathematics, Education and Society, 5(3), 22–39. Retrieved from https://journals.uco.es/mes/article/view/15218
Issue
Vol. 5 No. 3 (2022): matemáticas, Educación y Sociedad
Section
Artículos

This work is licensed under a Creative Common License (CC BY 3.0 ES)

References

Canales-López, C. J., Euceda-Hernández, K. M., & González-Ponce, L. D. (2021). La ansiedad hacia la enseñanza de las matemáticas en estudiantes universitarios. Revista Electrónica de Conocimientos, Saberes y Prácticas, 4(1), 86-101.

Gómez, Y. P. (2011). ¿Qué es un problema en Matemática y cómo resolverlo? Algunas consideraciones preliminares. EduSol, 11(34), 74-89.

Gómez, Y. P., Betancourt, C. M. M., & Torres, R. C. C. (2015). Sugerencias metodológicas para el tratamiento a la solución de problemas. EduSol, 15(50), 101-109.

Hernández, R. V. (2016). Errores matemáticos en el conocimiento procedimental al resolver problemas de superficies cuadráticas. Revista Logos, Ciencia & Tecnología, 8(1), 67-76.

Hernández, R. F. (2018). Metodología de la investigación. 6ta Edición Sampieri. Soriano, RR (1991). McGraw-Hill Interamericana.

Liljedahl, P. (2021). Building thinking classrooms in mathematics, grades K-12: 14 teaching practices for enhancing learning. Corwin Press.

Schoenfeld, A. H. (1979). Explicit heuristic training as a variable in problem-solving performance. Journal for Research in Mathematics Education, 10(3), 173-187.

Secretaría de Educación (SE). (2014). Informe nacional de rendimiento académico. Tegucigalpa: La Gaceta.

Secretaría de Educación (SE). (2015). Informe nacional de rendimiento académico. Tegucigalpa: La Gaceta.

Secretaria de Educación (SE). (2016). Informe nacional de rendimiento acádemico. Tegucigalpa: La Gaceta.

Polya, G. (1945). How to solve it; a new aspect of mathematical method. Princeton University Press.

Tamayo, M. (2007). Metodología de la Investigación. Editorial Lamus, SRL. Caracas,Venezuela.