Desalineación semántica en la interfaz lingüístico-matemático del lenguaje en operaciones categóricas y funcionales
Resumen
La relación entre lenguaje y matemática ha sido ampliamente estudiada en el área de educación con el propósito de darle a los aprendientes de una lengua la oportunidad de demostrar su conocimiento matemático. A pesar de las distintas adaptaciones realizadas a pruebas estandarizadas, los resultados no han sido positivos. De todos modos, los estudios que se han enfocado en identificar elementos clave de los problemas matemáticos y los posibles conflictos lingüísticos entre sus componentes han mostrado resultados prometedores. Para estudiar estos conflictos lingüísticos en español, particularmente la desalineación semántica, se evaluó las distintas relaciones semánticas que son aceptables para sets de sustantivos utilizando un diseño no experimental transversal descriptivo y escalas de Likert. Los análisis de t de Student dan cuenta de diferencias significativas en las valoraciones realizadas por los participantes para los dos tipos de relaciones semánticas estudiadas. Esta batería lingüística puede pavimentar el camino para futuras investigaciones e intervenciones pedagógicas que permitan abordar los desafíos a los que se enfrentan los estudiantes al resolver problemas matemáticos escritos.
Citas
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Bassok, M., Wu, L.-L., & Olseth, K. L. (1995). Judging a book by its cover: Interpretative effects of content on problem-solving transfer. Memory & Cognition, 23(3), 354–367. https://doi.org/10.3758/BF03197236
Bastiaansen, M. and Hagoort, P. (2015). Frequency-based Segregation of Syntactic and Semantic Unification during Online Sentence Level Language Comprehension. Journal of Cognitive Neuroscience, 27(11), pp.2095-2107. https://doi.org/10.1162/jocn_a_00829
Bautista, D., Mitchelmore, M. & Mulligan, J. (2009). Factors influencing Filipino children’s solutions to addition and subtraction word problems. Educational Psychology, 29(6), 729-745. https://doi.org/10.1080/01443410903254591
Bernardo, A. (2002). Language and Mathematical Problem Solving Among Bilinguals, The Journal of Psychology, 136(3), 283-297. http://dx.doi.org/10.1080/00223980209604156
Creswell, J. W. (2012). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). Sage.
Davis, C.J., & Perea, M. (2005). BuscaPalabras: A program for deriving orthographic and phonological neighborhood statistics and other psycholinguistic indices in Spanish. Behavior Research Methods 37(4), 665–671. https://doi.org/10.3758/BF03192738
Driver, M. & Powell, S. (2017). Culturally and Linguistically Responsive Schema Intervention: Improving Word Problem Solving for English Language Learners with Mathematics Difficulty. Learning Disability Quarterly, 40(1), 41-53. https://doi.org/10.1177/0731948716646730
Flores, M & Urrutia, M. (2022). The role of language in word-problem solving: a meta-analysis International Journal of Educational Innovation and Research, 1(2), 191–199. https://doi.org/10.31949/ijeir.v1i2.2617
Guthormsen, A. (2007). Conceptual integration of mathematical and semantic knowledge [Unpublished Ph.D. dissertation]. Department of Psychology, University of Washington.
Guthormsen, A., Fisher, K., Bassok, M., Osterhout, L., DeWolf, M., & Holyoak, K. (2016). Conceptual Integration of Arithmetic Operations With Real-World Knowledge: Evidence From Event-Related Potentials. Cognitive Science, 40(3), 723-757. http://dx.doi.org/10.1111/cogs.12238
Hammer, A., Jansma, B. M., Lamers, M., & Münte, T. F. (2008). Interplay of meaning, syntax and working memory during pronoun resolution investigated by ERPs. Brain research, 1230, 177-191. https://doi.org/10.1016/j.brainres.2008.07.004
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Kempert, S., Saalbach, H. & Hardy, I. (2011). Cognitive Benefits and Costs of Bilingualism in Elementary School Students: The Case of Mathematical Word Problems. Journal of Educational Psychology, 103(3), 547-561. https://doi.org/10.1037/a0023619
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Lager, C. (2006). Types of Mathematics-Language Reading Interactions that Unnecessarily Hinder Algebra Learning and Assessment. Reading Psychology, 27(2-3), 165-204. https://doi.org/10.1080/02702710600642475
Lee, H. S., DeWolf, M., Bassok, M., & Holyoak, K. J. (2016). Conceptual and procedural distinctions between fractions and decimals: A cross-national comparison. Cognition, 147, 57-69. https://doi.org/10.1016/j.cognition.2015.11.005
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Orosco, M. & Abdulrahim, N. (2018). Examining Comprehension Strategy Instruction with English Learners’ Problem Solving: Study Findings and Educator Preparation Implications. Teacher Education and Special Education, 41(3), 215-228. https://doi.org/10.1177/0888406418770787
Ockey, G. (2007). Investigating the Validity of Math Word Problems for English Language Learners with DIF. Language Assessment Quarterly, 4(2), 149-164. https://doi.org/10.1080/15434300701375717
Pavón, V. & Cabezuelo, R. (2019). Analysing mathematical word problem solving with secondary education CLIL students: A pilot study. Latin American Journal Of Content & Language Integrated Learning, 12(1), 18-45. https://doi.org/10.5294/laclil.2019.12.1.2
OECD (2019), PISA 2018 Results (Volume I): What Students Know and Can Do. PISA, OECD Publishing, Paris. https://doi.org/10.1787/5f07c754-en.
Powell, S., Berry, K. & Tran, L. (2020). Performance Differences on a Measure of Mathematics Vocabulary for English Learners and Non-English Learners with and without Mathematics Difficulty. Reading and Writing Quarterly, 36(2) 124-141. https://doi.org/10.1080/10573569.2019.1677538
Qiu, K., Wang, Y. (2021). Conceptual distinctions and preferential alignment across rational number representations. European Journal of Psychology of Education, 36, 865–881. https://doi.org/10.1007/s10212-020-00502-4
Rios, J., Ihlenfeldt, S. & Chavez, C. (2020). Are Accommodations for English Learners on State Accountability Assessments Evidence‐Based? A Multistudy Systematic Review and Meta‐Analysis. Educational Measurement Issues and Practices. 39(4), 65-75. https://doi.org/10.1111/emip.12337
Sadowsky, S, & Martínez-Gamboa, R. (2012). LIFCACH 2.0: Word Frequency List of Chilean Spanish (Lista de Frecuencias de Palabras del Castellano de Chile), version 2.0. Zenodo. http://doi.org/10.5281/zenodo.268043
Tyumeneva, Y., Larina, G., Alexandrova, E., DeWolf, M., Bassok & Keith. M., & Holyoak, J. (2018). Semantic alignment across whole-number arithmetic and rational numbers: evidence from a Russian perspective, Thinking & Reasoning, 24(2), 198-220. https://doi.org/10.1080/13546783.2017.1374307
Wang, Y., Gao, J., Wang, T., Huang, B. & Si, J. (2023). The influence of semantic alignment on the performance of addition and division operation: age-related differences. Cognitive Processing, 24, 245–252. https://doi.org/10.1007/s10339-023-01125-5
Banks, K., Jeddeeni, A. & Walker, C. (2016). Assessing the Effect of Language Demand in Bundles of Math Word Problems. International Journal of Testing, 16(4) 269-287. https://doi.org/10.1080/15305058.2015.1113972
Bassok, M. (2001). Semantic Alignments in Mathematical Word Problems. In Gentner, D., Holyoak, K. and Kolinov, K. (eds). The Analogical Mind Perspectives from Cognitive Science (pp. 401-433). Bradford Books.
Bassok, M., Chase, V. M., & Martin, S. A. (1998). Adding apples and oranges: Alignment of semantic and formal knowledge. Cognitive Psychology, 35(2), 99–134. https://doi.org/10.1006/cogp.1998.0675
Bassok, M., Wu, L.-L., & Olseth, K. L. (1995). Judging a book by its cover: Interpretative effects of content on problem-solving transfer. Memory & Cognition, 23(3), 354–367. https://doi.org/10.3758/BF03197236
Bastiaansen, M. and Hagoort, P. (2015). Frequency-based Segregation of Syntactic and Semantic Unification during Online Sentence Level Language Comprehension. Journal of Cognitive Neuroscience, 27(11), pp.2095-2107. https://doi.org/10.1162/jocn_a_00829
Bautista, D., Mitchelmore, M. & Mulligan, J. (2009). Factors influencing Filipino children’s solutions to addition and subtraction word problems. Educational Psychology, 29(6), 729-745. https://doi.org/10.1080/01443410903254591
Bernardo, A. (2002). Language and Mathematical Problem Solving Among Bilinguals, The Journal of Psychology, 136(3), 283-297. http://dx.doi.org/10.1080/00223980209604156
Creswell, J. W. (2012). Qualitative inquiry & research design: Choosing among five approaches (3rd ed.). Sage.
Davis, C.J., & Perea, M. (2005). BuscaPalabras: A program for deriving orthographic and phonological neighborhood statistics and other psycholinguistic indices in Spanish. Behavior Research Methods 37(4), 665–671. https://doi.org/10.3758/BF03192738
Driver, M. & Powell, S. (2017). Culturally and Linguistically Responsive Schema Intervention: Improving Word Problem Solving for English Language Learners with Mathematics Difficulty. Learning Disability Quarterly, 40(1), 41-53. https://doi.org/10.1177/0731948716646730
Flores, M & Urrutia, M. (2022). The role of language in word-problem solving: a meta-analysis International Journal of Educational Innovation and Research, 1(2), 191–199. https://doi.org/10.31949/ijeir.v1i2.2617
Guthormsen, A. (2007). Conceptual integration of mathematical and semantic knowledge [Unpublished Ph.D. dissertation]. Department of Psychology, University of Washington.
Guthormsen, A., Fisher, K., Bassok, M., Osterhout, L., DeWolf, M., & Holyoak, K. (2016). Conceptual Integration of Arithmetic Operations With Real-World Knowledge: Evidence From Event-Related Potentials. Cognitive Science, 40(3), 723-757. http://dx.doi.org/10.1111/cogs.12238
Hammer, A., Jansma, B. M., Lamers, M., & Münte, T. F. (2008). Interplay of meaning, syntax and working memory during pronoun resolution investigated by ERPs. Brain research, 1230, 177-191. https://doi.org/10.1016/j.brainres.2008.07.004
Hernández, R., Fernández, C, & Baptista, P. (2014). Metodología de la Investigación (6th ed.). McGraw-Hill.
Kempert, S., Saalbach, H. & Hardy, I. (2011). Cognitive Benefits and Costs of Bilingualism in Elementary School Students: The Case of Mathematical Word Problems. Journal of Educational Psychology, 103(3), 547-561. https://doi.org/10.1037/a0023619
Kieffer, M., Lesaux, N., Rivera, M. & Francis, D. (2009). Accommodations for English Language Learners Taking Large-Scale Assessments: A Meta-Analysis on Effectiveness and Validity. Review of Educational Research, 79(3), 1168-1201. https://doi.org/10.3102/0034654309332490
Lager, C. (2006). Types of Mathematics-Language Reading Interactions that Unnecessarily Hinder Algebra Learning and Assessment. Reading Psychology, 27(2-3), 165-204. https://doi.org/10.1080/02702710600642475
Lee, H. S., DeWolf, M., Bassok, M., & Holyoak, K. J. (2016). Conceptual and procedural distinctions between fractions and decimals: A cross-national comparison. Cognition, 147, 57-69. https://doi.org/10.1016/j.cognition.2015.11.005
Martin, B. & Fuchs, L. (2019). The Mathematical Performance of At-Risk First Graders as a Function of Limited English Proficiency Status. Learning Disability Quarterly, 42(4) 244-251. https://doi.org/10.1177/0731948719827489
Ní Ríordáin, M. & O’Donoghue, J. (2009). The relationship between performance on mathematical word problems and language proficiency for students learning through the medium of Irish. Educational Studies in Mathematics, 71, 43-64. https://doi.org/10.1007/s10649-008-9158-9
Orosco, M. & Abdulrahim, N. (2018). Examining Comprehension Strategy Instruction with English Learners’ Problem Solving: Study Findings and Educator Preparation Implications. Teacher Education and Special Education, 41(3), 215-228. https://doi.org/10.1177/0888406418770787
Ockey, G. (2007). Investigating the Validity of Math Word Problems for English Language Learners with DIF. Language Assessment Quarterly, 4(2), 149-164. https://doi.org/10.1080/15434300701375717
Pavón, V. & Cabezuelo, R. (2019). Analysing mathematical word problem solving with secondary education CLIL students: A pilot study. Latin American Journal Of Content & Language Integrated Learning, 12(1), 18-45. https://doi.org/10.5294/laclil.2019.12.1.2
OECD (2019), PISA 2018 Results (Volume I): What Students Know and Can Do. PISA, OECD Publishing, Paris. https://doi.org/10.1787/5f07c754-en.
Powell, S., Berry, K. & Tran, L. (2020). Performance Differences on a Measure of Mathematics Vocabulary for English Learners and Non-English Learners with and without Mathematics Difficulty. Reading and Writing Quarterly, 36(2) 124-141. https://doi.org/10.1080/10573569.2019.1677538
Qiu, K., Wang, Y. (2021). Conceptual distinctions and preferential alignment across rational number representations. European Journal of Psychology of Education, 36, 865–881. https://doi.org/10.1007/s10212-020-00502-4
Rios, J., Ihlenfeldt, S. & Chavez, C. (2020). Are Accommodations for English Learners on State Accountability Assessments Evidence‐Based? A Multistudy Systematic Review and Meta‐Analysis. Educational Measurement Issues and Practices. 39(4), 65-75. https://doi.org/10.1111/emip.12337
Sadowsky, S, & Martínez-Gamboa, R. (2012). LIFCACH 2.0: Word Frequency List of Chilean Spanish (Lista de Frecuencias de Palabras del Castellano de Chile), version 2.0. Zenodo. http://doi.org/10.5281/zenodo.268043
Tyumeneva, Y., Larina, G., Alexandrova, E., DeWolf, M., Bassok & Keith. M., & Holyoak, J. (2018). Semantic alignment across whole-number arithmetic and rational numbers: evidence from a Russian perspective, Thinking & Reasoning, 24(2), 198-220. https://doi.org/10.1080/13546783.2017.1374307
Wang, Y., Gao, J., Wang, T., Huang, B. & Si, J. (2023). The influence of semantic alignment on the performance of addition and division operation: age-related differences. Cognitive Processing, 24, 245–252. https://doi.org/10.1007/s10339-023-01125-5
Autores/as
Flores Quiroz , M. A. . . . . . . . . ., & Urrutia , M. . . . (2026). Desalineación semántica en la interfaz lingüístico-matemático del lenguaje en operaciones categóricas y funcionales. Logos: Revista De Lingüística, Filosofía Y Literatura, 36(2), 48–60. https://doi.org/10.15443/RL3652
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial 4.0.
