PINTO MARIN, EDER

Preferred name
PINTO MARIN, EDER
Main Affiliation
Email
epinto@udd.cl
ORCID
0000-0003-1911-4158
Scopus Author ID
57201675829

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    A DISCUSSION ABOUT THE SEMANTIC CONGRUENCE OF A TRANSLATION: AN OPPORTUNITY TO PROMOTE ALGEBRAIC THINKING AT ELEMENTARY SCHOOL
    (2022-01-01)
    PINTO MARIN, EDER  
    ;
    Ayala-Altamirano, Cristina
    ;
    Molina, Marta
    ;
    CaƱadas, Marƭa C.
    In this study, we analyze how 9-10 years old students represent and refer to indeterminate quantities when posing equations associated with arithmetic word problems. The analysis focuses on the semantic congruence of the expressions proposed by them and on the dialogue they held during the translation process. The results show that arithmetic word problems allow the indeterminate to become an object of thought for students, who represent it in multiple ways and refer to it when proposing equations that represent the structure of each problem. Another finding highlights that reflection on the interpretation of the equations favors the identification of two meanings associated with indeterminate quantities, namely, unknown and variable.
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    ScopusĀ© Citations 23  2
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    Interacting with Indeterminate Quantities through Arithmetic Word Problems: Tasks to Promote Algebraic Thinking at Elementary School
    (2022)
    Cristina Ayala-Altamirano
    ;
    PINTO MARIN, EDER  
    ;
    Marta Molina
    ;
    Marƭa C. CaƱadas
    <jats:p>In this study, we analyze how 9ā€“10-year-old pupils work with equations, a central aspect of algebraic thinking in early grades and a cornerstone for more formal learning of algebra. Specifically, we seek: (a) to describe the main characteristics of the tasks that support algebraic thinking through a translation process from arithmetic word problems to algebraic language and vice versa, and (b) to identify how pupils refer to indeterminate quantities in these contexts and what meaning they give to them. The analysis focuses on the semantic congruence of the expressions proposed by them and on the dialogue they held during the translation process. We analyzed the oral discussion in the pools and the written responses to the problem that pupils posed. The results show that arithmetic word problems allow the indeterminate to become an object of thought for pupils, who represent it in multiple ways and refer to it when proposing equations that represent the structure of each problem. Another finding highlights that reflection on the interpretation of the equations supports the identification of two meanings associated with indeterminate quantities, namely, unknown and variable.</jats:p>
    ScopusĀ© Citations 2  4
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    LA CONSTRUCCIƓN Y JUSTIFICACIƓN DE IDEAS MATEMƁTICAS GENERALES POR UN NIƑO DE 5 AƑOS: EL ROL DE LAS REPRESENTACIONES MANIPULATIVAS
    (2021)
    PINTO MARIN, EDER  
    Diversos reportes de investigaciĆ³n han mostrado cĆ³mo niƱos de las primeras edades construyen ideas matemĆ”ticas generales, aspecto central del pensamiento algebraico. Sin embargo, los estudios que abordan cĆ³mo estudiantes de estas edades justifican esas ideas generales son escasos y esto constituye la originalidad y contribuciĆ³n de esta investigaciĆ³n. Considerando el rol predominante de las representaciones manipulativas en las experiencias matemĆ”ticas de niƱos de las primeras edades, la pregunta de investigaciĆ³n que busco responder es: ĀæcĆ³mo las representaciones manipulativas apoyan la construcciĆ³n y justificaciĆ³n de ideas matemĆ”ticas generales al resolver problemas que tienen un carĆ”cter algebraico? Para aproximarme a dicha pregunta, realicĆ© una entrevista individual semiestructurada a un niƱo de 5 aƱos, en la cual le presentĆ© dos problemas diferentes que buscaban que el participante atendiera a la relaciĆ³n entre una determinada cantidad de perros y la cantidad de colas/ojos respectiva. Los resultados muestran que a pesar de no emplear y/o referirse al material manipulativo para construir reglas generales y/o justificar, el participante encontrĆ³ relaciones generales entre las variables involucradas en los problemas. Asimismo, sus justificaciones se basan en las reglas generales que Ć©l construyĆ³. Finalmente, el participante extiende dichas reglas generales hasta el punto de interactuar con cantidades indeterminadas.
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