El aprendizaje desde la instrucción: La evolución de las estrategias personales en tareas de proporcionalidad numérica

Abstract

This study examines the personal strategies evolution used by students in numerical proportionality task solving during instruction. The analysis of a sequence of video/audiotaped lessons allowed the observatíon of the process of cognitive construction by students in the classroom. The «local» effectiveness of intuitive strategies is considered a phase in the construction of more general strategies.