Arithmetic verbalisation problems,according to Luria and Tsvetkova, at the end of the primary public school cycle in the commune of Talca
DOI:
https://doi.org/10.4151/07189729-Vol.54-Iss.2-Art.317Keywords:
arithmetic Problems Primary Public School Municipal School Luria and Tsvetkova Municipaly TalcaAbstract
The objective of this research is to characterize arithmetic verbalisation, according to the categorization of Luria and Stvetkova, who met the students at the end of the 1st cycle of primary education in the public primary schools in the Municipality of Talca. This study was conducted under the application of a validated instrument mentioned by the authors. The research methodology corresponds to a nonexperimental, descriptive scope and quantitative interpretation. With regard to the final results of thestudy we can establish that students in the commune of Talca, after the first cycle, do not reach the expected performance levels in solving arithmetic through verbalisation, observing differences by gender and not reaching the level expected for their age and level.
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Copyright (c) 2015 René Valdés Morales
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
El/los autores/as otorgan licencia exclusiva y sin límite de temporalidad para que el manuscrito sea publicado en la revista Perspectiva Educacional, editada por la Pontificia Universidad Católica de Valparaíso (Chile), a través de la Escuela de Pedagogía.