Generalización de secuencias de patrón por estudiantes de años iniciales
límites y posibilidades
DOI:
https://doi.org/10.23925/1983-3156.2026.v28.e73217Palabras clave:
Generalización algebraica, Secuencia de patrón, Incógnita, Educación PrimariaResumen
El estudio investigó la influencia del tipo de secuencia de patrón y de la localización de la incógnita en resolución de tareas que requieren la generalización algebraica. Estudiantes de 1º a 5º año de Educación Primaria resolvieron un problema de patrón repetitivo y otro de patrón no repetitivo. Cada problema incluía tres preguntas relativas a la posición de la incógnita: inmediata, próxima y distante. En todos los años escolares, el desempeño fue mejor con el patrón repetitivo que con el patrón no repetitivo, y cuando la incógnita era inmediata, seguida de la próxima y de la distante. El mayor desafío, aún para 5° año, consistió en la resolución de problemas de patrón no repetitivo cuando la incógnita era distante. Se identificaron aspectos del desarrollo del pensamiento algebraico relacionados con la generalización, señalándose implicaciones educativas y cuestiones a ser investigadas en investigaciones sobre la generalización algebraica y la identificación de patrones.
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Derechos de autor 2026 João Alberto Da Silva, Alina Spinillo, Vania Finholdt Angelo Leite, Vinicius Carvalho Beck
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