Investigación sobre la formulación de problemas matemáticos: revisión de algunas preguntas respondidas y no respondidas

Autores/as

DOI:

https://doi.org/10.35763/aiem28.8124

Palabras clave:

Formulación de problemas, Matemáticas, Procesos cognitivos, Aprendizaje del alumnado, Currículo

Resumen

El propósito de esta revisión es sintetizar los avances de la investigación sobre formulación de problemas, retomando las tres preguntas del trabajo de Cai et al. (2015): ¿Pueden los estudiantes y los docentes ser entrenados de manera efectiva para plantear problemas de alta calidad? ¿Qué sabemos sobre los procesos cognitivos de la formulación de problemas? ¿Cómo se incluyen las actividades de formulación de problemas en los planes de estudio de matemáticas? En concreto, revisamos lo que sabemos actualmente con respecto a estas tres preguntas, incluidos los avances logrados hasta ahora y hallazgos adicionales en la investigación sobre la formulación de problemas matemáticos. Concluimos esta revisión ofreciendo preguntas adicionales y sugerencias para futuras investigaciones.

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Citas

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Publicado

2025-10-30

Cómo citar

Ӧlmez İbrahim B., Han, J., Hwang, S., & Cai, J. (2025). Investigación sobre la formulación de problemas matemáticos: revisión de algunas preguntas respondidas y no respondidas. Avances De Investigación En Educación Matemática, (28), 11–30. https://doi.org/10.35763/aiem28.8124

Número

Núm. 28 (2025): La importancia de la formulación de problemas en el desarrollo de conocimiento matemático

Sección

Artículos

Licencia

Derechos de autor 2025 İbrahim Burak Ӧlmez, Jaepil Han, Stephen Hwang, Jinfa Cai

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Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.

Los trabajos se publican bajo una licencia de Creative Commons: Reconocimiento 4.0 España a partir del número 21 (2022).

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