Experiencia de enseñanza de resolución de problemas de producto cartesiano con un estudiante con autismo





modelo conceptual de resolución de problemas, problemas de multiplicación y división, producto cartesiano, Trastorno del Espector Autista


Este trabajo estudia la eficacia de la metodología de instrucción Conceptual Model-Based Problem Solving (COMPS) para la enseñanza de la resolución de problemas de producto cartesiano de multiplicación y división en un estudiante con TEA.  Se lleva a cabo un estudio de caso en el que se detallan las estrategias y representaciones que utiliza el estudiante durante cinco sesiones de instrucción al resolver problemas de producto cartesiano. El estudiante mejoró en su desempeño, combinando estrategias de operaciones y modelización con dibujos, y generalizó los efectos de la instrucción a problemas verbales de dos operaciones (una aditiva y otra multiplicativa), resolvién­dolos mediante dibujos, aunque no identificó las operaciones. Además, los resultados se mantuvieron cinco semanas después de la instrucción. Se discuten las implicaciones de estos hallazgos para la enseñanza de problemas de estructura multiplicativa a estudiantes diagnosticados con TEA.


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Como Citar

Polo-Blanco, I., Bruno, A. ., & Van Vaerenbergh, S. (2022). Experiencia de enseñanza de resolución de problemas de producto cartesiano con un estudiante con autismo. Quadrante, 31(1), 74–91. https://doi.org/10.48489/quadrante.27140