Solving Problem Types Contextualized to the Quadratic Function and Error Analysis: A Case Study
Verónica Díaz 1 * , Maria Aravena 2 * , George Flores 3 *
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1 Universidad de Los Lagos, Departamento de Ciencias Exactas, Osorno, CHILE
2 Universidad Católica del Maule, Facultad de Ciencias Básicas, Talca, CHILE
3 Universidad de Los Lagos, Dirección de Acceso, Equidad y Permanencia, Osorno, CHILE
* Corresponding Author

Abstract

The article aims to determine the academic performance and errors in the resolution of types of problems of application of the quadratic function, of high school students from the Los Lagos Region and Los Rios Region in Chile. The approach is qualitative and descriptive with case studies. A math test with open response problems and an opinion questionnaire were developed and applied. Through the results, the highest academic performance is evidenced in the routine problems of purely mathematical context and fantasist context, but with difficulty in the resolution of non-routine problems. In addition, errors originating in affective and emotional attitudes associated with blockages at the time of initiating the resolution, forgetfulness at the time of posing the quadratic function, prevail over cognitive errors originating in an obstacle and errors originating in the absence of meaning.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/8547

EURASIA J Math Sci Tech Ed, 2020 - Volume 16 Issue 11, Article No: em1896

Publication date: 26 Sep 2020

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Article Downloads: 910

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