Valoración de pruebas de matemática a partir de un significado de referencia sobre los números racionales en el sistema educativo peruano
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2020-10-07
Autores
Quezada Vara, Vanessa Cristina
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Pontificia Universidad Católica del Perú
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El presente trabajo de investigación tiene como objetivo valorar las preguntas de las pruebas de
Matemática de los concursos de Nombramiento y Ascenso del Ministerio de Educación peruano a
partir de un significado de referencia para los números racionales construido a partir del sistema
educativo peruano. Para la construcción del significado de referencia, se utilizó como metodología
dos herramientas teóricas del ‘Enfoque ontosemiótico’ propuesto por Godino, Batanero y Font
(2007). La primera herramienta es el sistema de prácticas, el cual sostiene que el significado de un
objeto matemático está asociado al sistema de prácticas que realiza o una persona o que se
comparten en una institución (significado institucional) para resolver situaciones-problemas. Esta
herramienta permitió delimitar el estudio hacia la identificación del significado de referencia
institucional del objeto matemático ‘números racionales’. La segunda herramienta, configuración
ontosemiótica, posibilitó identificar los objetos primarios (situaciones-problemas, lenguajes,
conceptos-definiciones, procedimientos, propiedades y argumentos) vinculados al objeto
matemático de estudio. Con respecto a la valoración de las preguntas de las pruebas de los
concursos de Nombramiento y Ascenso, se seleccionaron 55 preguntas que evaluaban
conocimientos referidos a los números racionales. Además, se realizó el análisis de cada ítem a
partir de significado de referencia construido. A partir de ello, se concluyó que, si bien lo evaluado
en las pruebas guarda relación con el significado de referencia pretendido, se han identificado
situaciones que forman parte del sistema de referencia institucional construido para los números
racionales que no se han abordado en las pruebas.
This research aimed to evaluate the questions of the Mathematics tests of the Appointment and Promotion competitions of the Peruvian Ministry of Education based on a reference meaning for rational numbers constructed considering the Peruvian educational system. For the construction of the reference meaning, two theoretical tools of The Onto-semiotic Approach’ proposed by Godino, Batanero and Font (2007) were used as a methodology. The first tool is the systems of practices, which argues that the meaning of a mathematical object is associated with the system of practices that a person performs or that are shared in an institution (institutional meaning) to solve problemsituations. This tool allowed the study to be delimited towards the identification of the institutional reference meaning of the mathematical object 'rational numbers'. The second tool, ontosemiotic configuration, allowed to identify the primary mathematical objects (situations-problems, languages, concepts-definitions, procediments, properties and arguments) linked to the mathematical object of study. Regarding to the assessment of the questions of the tests of the Appointment and Promotion contests, 55 questions were selected that evaluated knowledge related to rational numbers. In addition, the analysis of each item was performed based on the constructed reference meaning. From this, it was concluded that, although what was evaluated in the tests is related to the intended reference meaning, situations have been identified that are part of the institutional reference system constructed for rational numbers have not been addressed in the tests
This research aimed to evaluate the questions of the Mathematics tests of the Appointment and Promotion competitions of the Peruvian Ministry of Education based on a reference meaning for rational numbers constructed considering the Peruvian educational system. For the construction of the reference meaning, two theoretical tools of The Onto-semiotic Approach’ proposed by Godino, Batanero and Font (2007) were used as a methodology. The first tool is the systems of practices, which argues that the meaning of a mathematical object is associated with the system of practices that a person performs or that are shared in an institution (institutional meaning) to solve problemsituations. This tool allowed the study to be delimited towards the identification of the institutional reference meaning of the mathematical object 'rational numbers'. The second tool, ontosemiotic configuration, allowed to identify the primary mathematical objects (situations-problems, languages, concepts-definitions, procediments, properties and arguments) linked to the mathematical object of study. Regarding to the assessment of the questions of the tests of the Appointment and Promotion contests, 55 questions were selected that evaluated knowledge related to rational numbers. In addition, the analysis of each item was performed based on the constructed reference meaning. From this, it was concluded that, although what was evaluated in the tests is related to the intended reference meaning, situations have been identified that are part of the institutional reference system constructed for rational numbers have not been addressed in the tests
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Números racionales--Estudio y enseñanza, Matemáticas--Estudio y enseñanza, Educación--Perú
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