LAS REPRESENTACIONES MENTALES Y LA RESOLUCIÓN DE UN PROBLEMA: UN ESTUDIO EXPLORATORIO

OTERO, M. R.; PAPINI, C; ELICHIRIBEHETY, I.

Investigacoes em ensino de Ciencias

UFRGS

Lugar: PORTO ALEGRE; Año: 1998 vol. 3 p. 47 - 60

1518-8795

LAS REPRESENTACIONES MENTALES Y LA RESOLUCIÓN DE UN PROBLEMA: UN ESTUDIO EXPLORATORIO Problem solving strategies used by high school students, ages 15-19, participants of the mathematics olympics, ages 16-17, and physics and mathematics majors, are analysed from the perspective of the theory of mental models. Although the problem considered in such analysis could be solved using a first degree equation with one unknown quantity, it was not this strategy that was used by most subjects of the study, at least in a first approximation. Data suggest that some subjects have a mental model of the situation and run that model in order to solve the problem whereas others seem to use merely algebraic procedures. The mental model category is approached from Johnson- Laird?s perspective. mathematics olympics, ages 16-17, and physics and mathematics majors, are analysed from the perspective of the theory of mental models. Although the problem considered in such analysis could be solved using a first degree equation with one unknown quantity, it was not this strategy that was used by most subjects of the study, at least in a first approximation. Data suggest that some subjects have a mental model of the situation and run that model in order to solve the problem whereas others seem to use merely algebraic procedures. The mental model category is approached from Johnson- Laird?s perspective. mathematics olympics, ages 16-17, and physics and mathematics majors, are analysed from the perspective of the theory of mental models. Although the problem considered in such analysis could be solved using a first degree equation with one unknown quantity, it was not this strategy that was used by most subjects of the study, at least in a first approximation. Data suggest that some subjects have a mental model of the situation and run that model in order to solve the problem whereas others seem to use merely algebraic procedures. The mental model category is approached from Johnson- Laird?s perspective. mathematics olympics, ages 16-17, and physics and mathematics majors, are analysed from the perspective of the theory of mental models. Although the problem considered in such analysis could be solved using a first degree equation with one unknown quantity, it was not this strategy that was used by most subjects of the study, at least in a first approximation. Data suggest that some subjects have a mental model of the situation and run that model in order to solve the problem whereas others seem to use merely algebraic procedures. The mental model category is approached from Johnson- Laird?s perspective. Problem solving strategies used by high school students, ages 15-19, participants of the mathematics olympics, ages 16-17, and physics and mathematics majors, are analysed from the perspective of the theory of mental models. Although the problem considered in such analysis could be solved using a first degree equation with one unknown quantity, it was not this strategy that was used by most subjects of the study, at least in a first approximation. Data suggest that some subjects have a mental model of the situation and run that model in order to solve the problem whereas others seem to use merely algebraic procedures. The mental model category is approached from Johnson- Laird?s perspective. Key-words: mental models, problem solving, physics and mathematicsmental models, problem solving, physics and mathematics