Resolución de problemas aditivos en estudiantes de primaria de la zona rural durante la pandemia
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Horizontes Rev. Inv. Cs. Edu.
Abstract
La problemática que enfrentan las escuelas rurales de educación primaria en el área de las matemáticas, motivó este estudio donde el objetivo fue analizar la resolución de problemas aditivos en los estudiantes de educación básica de la zona rural en época de pandemia durante el año 2021. Se realizó bajo una metodología cuantitativa y enfoque descriptivo, diseño no experimental, los participantes fueron 60 alumnos entre 7 y 8 años, quienes se encontraban cursando el segundo grado de educación básica en la Institución Educativa N°80930, ubicada en Julcán rural, departamento de la Libertad en Perú. Se usó la prueba PAEVSO" (Problemas Aritméticos Verbales de una Sola Operación). Los resultados mostraron en el caso de la variable resolución de problemas aditivos un 41.7% de los participantes se ubicó en proceso, seguido de 26.7 % en logro previsto. Como parte de las conclusiones se determinó que los problemas aditivos de igualación son los que obtuvieron los mejores resultados, seguidos de los problemas de combinación.
The problems faced by rural elementary schools in the area of mathematics motivated this study where the objective was to analyze additive problem solving in elementary school students in the rural area during the year 2021. It was carried out under a quantitative methodology and descriptive approach, non-experimental design, the participants were 60 students between 7 and 8 years old, who were attending the second grade of basic education in the Educational Institution N°80930, located in rural Julcán, department of La Libertad in Peru. The PAEVSO" test (Single Operation Verbal Arithmetic Problems) was used. The results showed that in the case of the additive problem solving variable, 41.7% of the participants were in process, followed by 26.7% in expected achievement. As part of the conclusions it was determined that the additive problems of equalization are the ones that obtained the best results, followed by the problems of combination.
The problems faced by rural elementary schools in the area of mathematics motivated this study where the objective was to analyze additive problem solving in elementary school students in the rural area during the year 2021. It was carried out under a quantitative methodology and descriptive approach, non-experimental design, the participants were 60 students between 7 and 8 years old, who were attending the second grade of basic education in the Educational Institution N°80930, located in rural Julcán, department of La Libertad in Peru. The PAEVSO" test (Single Operation Verbal Arithmetic Problems) was used. The results showed that in the case of the additive problem solving variable, 41.7% of the participants were in process, followed by 26.7% in expected achievement. As part of the conclusions it was determined that the additive problems of equalization are the ones that obtained the best results, followed by the problems of combination.
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Vol. 7, No. 28