Relation between Configural Reasoning, Theoretical Discursive Reasoning, and Learning Styles in Solving Geometric Problems among Engineering Students^∗

Abstract:

This research aims to characterize and determine the interactions of the cognitive processes involved in the resolution of geometry problems, which require either a mathematical test or the finding of the value of a geometric element, in a pencil and paper environment. This study particularly concentrates in characterizing the relation of the processes of visualization and the processes of theoretical discursive reasoning. For this end, the research analyzes a set of answers produced by engineering students for a collection of geometry problems. The results show, on one hand, the influence of the initial configurations, which are attached to the statements of the problems of the relevant identified subconfigurations, as well as of the subsequent modifications made to them in the structuring of the theoretical discourse. On the other hand, it has been possible to characterize the functioning of the discourse of engineering students when solving problems of plane geometry with pencil and paper.

Año de publicación:

2018

Keywords:

• Discourse
• EXPANSION
• Functioning
• LEVELS
• Outcomes
• Reasoning
• configural

Fuente:

scopus