EDUCATIONAL INSTITUTION RODOLFO LLINÁS RIASCOS

QUESTIONNAIRE FOR PROBLEM SOLVING TO EXPLORE COGNITIVE PROCESSES AND

METACOGNITIVE SKILLS IN STUDENTS IN PROBLEMS OF MULTIPLICATIVE STRUCTURES OR
COMBINED USING THE QUESTION

El siguiente cuestonariotene como objetvo identficar y reconocer la presencia de procesos

cognitive and metacognitive in students when facing problems of
multiplicative structures (essentially) or combined problems with non-routine detpo,
through the use of questioning and observation of procedures. This process is not very viable
do it in person as a semi-structured interview (due to the current situation of
emergency), the option is given to carry it out through a questionnaire based on the
context of a birthday party and through open questions that must then be
analyzed by the tutor.

The questionnaire consists of only four problems that include multiplicative structures such as
measure isomorphism, Cartesian product, multiplicative comparison, and ratio-proportion.
Each of the proposed problems includes a series of questions whose answers seek
that express the presence of cognitive and metacognitive aspects such as exploration, the
understanding, analysis, the acquisition of new information, the planning of possible strategies
or procedures, the implementation, local monitoring, and global monitoring. It also
includes additional questions and problems to verify these processes. This questionnaire is
based on López's Flexible Interview (1992) and indicators from Tamayo (2014).

The selected group for its application are sixth grade students of Basic Education.
Secondary during the first and fourth cycle of the school year. Another questionnaire B will be applied.
it will maintain the same structure as the first one. The questionnaire will be administered via the web as
Google form, but with the supervision of the tutor, who will clarify questions about the questions.
carried out or simply it will be verified that the student answers them according to their grade of
understanding.

The items are the following:

Problem 1. Imagine that for your birthday party your mom buys 20 bags with 25
chocolates each. Each chocolate costs $350 each. How much money was spent on
the purchase of the chocolates?

Exploration
 [Link] starting to solve the problem, do you remember any similar problem?
Do you remember a question similar to the one they ask you in the problem? If your answer is
Write it down.

Understanding

B. Please, write the same problem in your own words. Did you take away some?
words to understand it better?
C. What are the details of the problem?

Acquisition of new information

D. Is there any word that you do not understand? Which one? Go back and review the statement.

Analysis
E. Explain, step by step, how you are going to solve it.

Planning
F. Tell me, how are you going to find out the number of chocolates that need to be bought?

Implementation

G. Carry out the operation(s) you need or the procedure you have planned.

Local monitoring

H. While you were figuring out the number of chocolates you need for the party, did you check the
operations or the procedure? Did you make any corrections? Which one?
I. How do you verify that your answer is correct?

Global Monitoring

J. What would be another way to solve the problem?

Okay, now, imagine that your mom buys 45 bags with 20 chocolates each,
What is the price of the chocolates?
$ 315000
$ 900
$270,000
$ 600000

Problem 2. Let's see what you are going to offer to eat considering that you need a
appetizer, a main course, and a drink. Imagine you have two options for the appetizer: chicken fingers
the small empanadas; you have three main dish options: chicken with rice, pasta, or salad with chicken and;
You have two drink options: natural juice or soda. The guest can only have one.
option in each case, how many different dishes could you offer to your guests?

Exploration

A. Tell me what memories it brings to you of what I mentioned.

Understanding

B. Write the problem in your own words.

C. What data does the problem statement give you about the different dishes or menus?
What can you offer your guests? What do you need to find out?

Acquisition of new information

D. If you had to read the problem again, were you able to notice something new or that
Would you have considered it? If so, tell me.

Analysis

E. ¿Qué vas a averiguar primero? ¿Qué vas averiguar después?

Planning

F. How do you plan to find out the number of different dishes you have to offer to your
guests?

Implementation

G. Carry out the procedure or operations to solve the problem

Local monitoring

H. Review the procedure or operations. Is there any correction? Which one?

I. How do you check that your answer is correct? Prove it.

Global monitoring

J. Mention another way to find out the number of different dishes you have to offer.
at your party, besides the one you have used.
K. Well, now imagine that you are going to offer ice cream with three scoops of different flavors.
flavor. The first scoop of ice cream can be strawberry, peach, or vanilla; the second scoop
the ice cream can be made of berries, macadamia, or chocolate; and the third scoop can be
with rum and raisins, caramel, yogurt or chewing gum. How many different ice cream cones could you make?
offer to your guests?
36
9
10
15

Problem 3. Imagine that you need to buy three rolls of the same size pink tape and another one.
smaller red color to make the picture frames. You paid five times more for the three.
pink ribbons together that by the red ribbon. If you paid a total of $72,000, what is the price of a
just a roll of pink tape?

Exploration
 A. Write if you have had experience with this type of problems or any similar situation.

Comprehension

B. What is the size relationship between the amount of red tape and the amount of green tape?
C. What is the cost relationship between the amount of pink tape and the amount of red tape?
D. What are they asking you?

Adquisición de nueva información

E. If you read the problem again, did you discover something new that you hadn't found in
Do you count? If your answer is yes, tell me what you discovered.

Analysis
F. How are you going to find out?
G. What are you going to do first? What are you going to do next?

Planning

H. What strategy, procedure, or operations are you going to use?

Implementation

I. Carry out the procedures to solve the problem.

Local monitoring

J. Review the operations or procedures you performed. Are they correct? How do you know?
K. Did you make any corrections? Which one?

Global Monitoring

L. What is the answer? How do you know it is correct?

M. Mention another way to find out the price of a single roll of pink tape.
If you were to buy a roll of blue tape for half the price of what a roll costs
of red tape, how much would it cost you?

Problem 4. Hey... Imagine that to make the pudding for your birthday for every three
portions need 100 grams of bread or flour, three eggs, 450 ml of milk, 300 g of sugar
two tablespoons of baking powder, 120 grams of butter, two tablespoons of essence of
cocoa or vanilla. If we are going to make a cake for 21 guests, what quantity of each ingredient
Are you going to need?

Exploration

A. Have you ever made or been made a pudding, cookie, or other dessert?
Following a recipe? Tell me how if your answer is affirmative.
Understanding
B. What are the ingredients and their respective quantities that you are mentioned in the
problem?
C. What is the relationship between the number of servings and the quantities of each ingredient?
D. What is it that you need to find? Did you think about creating a table or graph?

Acquisition of new information

E. If you read the problem again, did you discover anything different from the first time? Write it down.

Planning - Analysis

F. After reading the problem, how do you plan to solve it?

G. What would you do first? What would you do next? Describe step by step.

Implementation

H. Apply the operations or procedures that you thought of.

Local monitoring
I. Did you review what you did? If you had to make corrections, tell me how you did it?

Global monitoring

J. What is the answer to the question being asked of you? Are you sure of the answer?
K. How do you prove that you obtained the correct answer?
L. Is there another way to solve the problem? What would it be?
If 300 grams of sugar is approximately 6 tablespoons of the same product,
How many tablespoons of sugar will we use in the preparation for one person?
2 tablespoons of sugar
18 tablespoons of sugar
12 tablespoons of sugar
100 tablespoons of sugar
 Definition of the instrument

Categories Indicators Questions

READING AND
UNDERSTANDING
Explore Read and/or listen Read and/or listen Have you seen a
actively activate a similar problem
connection with problem before? How it
prior knowledge 2. Relate the Did you solve it? Do you think

information of what can

problem with your to be resolved equally
prior knowledge form? Why?
What should you have
to take into account for

resolve a
problem like
this?
Understand Recognition 1. Gather information What does the
from the data of significatva que statement of the
problem needs for problem? With your
Recognition solve a problem in your own words
from the question based on the data What is the question?
of the problem and not in opinions of the problem?
Paraphrase one subjects (data What conditions
problem with numerical, Do you have the problem?
their own conditions) Create a chart or
words 2. Recognize the one or moretable that helps you to
unknowns that you understand the
will allow to resolve a conditions of the
problem problem?
related to the
enunciado del
problem
(Question(s))
3. Verbalize a
problem with yours
own words
Acquire new Ask questions 1. Ask questions for Did you read again the
information to define the define the problem problem?
problem stated Did you discover anything?
proposed; Read it again the new? If your answer
Acquire new problem for it is affirmed, review the
information acquire new previous step.
through a information that
new reading there wasn't before
analyzed
Analysis Divide by What should be done
you break a 1. Simplify, where it before? What should be
problem wait to know if the what to do next?
Simplify a child analyzed the What are the steps?
problem proposed problem to solve the
shortening it, problem?
2. Recognizes a
complex problem and
is capable of
decompose it into
its parts
3. Select
perspectives, where
it is expected to know if
the boy analyzed the
data selecting
operation time
arithmetic to be carried out.
PLANNING
Plans Conceive a or Design a plan of With the data that
various action for the I can design
strategies for application of the a plan for
solve the chosen solution find your solution?
problem 2. Select one of the If necessary, review
strategies or again.
procedures for Why is it or is it not
solve the necessary to use
problem all the data that
they are involved in
the statement of the
problem?

Prepare a The student Express or translate it In what way

scheme of expresses his plan work plan of can you represent the
understanding or of work and the schematic form problem?
form of translate to the 2. Establish the possibleWhat are you going to put in
representation structure of a order of actions to the central circle as
scheme of execute for main objective for
 work resolver complete the task?
successfully the According to the analysis of the
problem. situation, what
I would continue in each one
of the other circles?

IMPLEMENTATION
Implement Execute the plan 1. Implement the plan or How did you solve it?
designed step to desired strategy the problem?
step for the through drawings or Explain
solution of schemes Is it correct the
problem 2. Implement the plan or form as
strategy by means of did you solve the
drawings and values step problem
numerical step?
3. Implement the plan or Prove it.
strategy using The operations
operations they are fine
arithmetic carried out?
4. Implement the plan or Review
strategy using again the
combinations previous step if it
pictorial and you think it's necessary.

symbolic
Local monitoring Review and Check or verify the Is it correct the
(Control) check each applied strategy operation that
one of the steps 2. Apply a strategy Did you use?
that executes in remedial operation, is the result?
since the while it resolves the correct or should you
understanding of the problem. Correct correct?
problem until during the process Are you sure about the
to arrive at the operations and
verification answers you gave?
of the How can we
results. correct?
This phase is immersed
from the process of
understanding

EVALUATION
Global monitoring The student 4.1 Transfers Is it correct the
(Vision examine the learnings from obtained solution?
retrospective solution, review cases and exercises of Is it met with the
the process class to situations required conditions
followed, if the real in others for the problem?
solution is fields Can it be obtained the
correct, yes it is 4.2 Evaluate the results result of a
logic and if it is and verify the calculations different form?
 necessary chords to the solution How?
analyze others of the problem Can you use
roads 4. 3 Adjust or change the the method or the
different. From initial strategy in result in some
not to be correct correction case another problem?
the solution, the 4. 4 Express other forms
student must to resolve the
return to the problem
previous phase, yes
the solution
obtained is
correct, the
student must
reflect on whether the
estrategia
employee can
to be applied to
other problems.

LIST OF PROBLEMS ACCORDING TO VERGNAUD'S CLASSIFICATION AND NUMBER OF OPERATIONS

WHAT CAN INTERVENE.

Statement Category Type Observation

Imagine that for your Isomorphism party Multiplication The student could
Your mom buys 20 measures for your birthday. Double stage to carry out a
bags with 25 chocolates each. multiplication, addition
Each bonbon has a cost of repeated or to propose
$350 each. How much money is a supported count
spent on the purchase of the by a drawing. It
chocolates? present another
questioning
Well, now, imagine that you similar to ascertain
mom buys 45 bags with 20 the processes
candies each, what is the developed from
price of the chocolates? agreement to the first
$ 315000 statement.
$ 900 These problems are
$ 270000 they are found inside
$600,000 of component
numerical-variational.

A. Let's see what you are going to Product Product Both problems
offering food while having Cartesian Cartesian with they require only one
consider that you need factor operation
 a starter, a dish unknown consecutive of three
strong and a drink. Problem of factors, although the
Imagine that you have two a stage student can
options for the entry: use another strategy
little fingers or small pastries; like a diagram,
you have three options of act it out or do it
main dish: rice with drawings that he
chicken, pasta or salad with allow to reach a
chicken and; you have two possible answer.
drink options: juice This problem
natural or soda. respond to the
guest could only take thought
a single option in each random from the
case, how many dishes mathematics.
you could offer to
your guests?

B. Well now imagine that

you are going to offer ice creams of

three scoops of ice cream

different flavor. The first
ice cream ball can be
of strawberry, peach, or
vanilla; the second ball of
ice cream can be made from fruits
red, macadamia or
chocolate and the third ball
it can be rum with raisins,
arequipe, yogurt or gum.
How many ice cream cones?
different could offer to
your guests?

A. Imagine that you must Comparison Comparison The student can

buy three rolls of tape multiplicative Mixed help each other with

pink equal in size and Division concrete material,

another red one smaller parttva make a model of
size to make the bars or model
photo frame. Did you pay? some kind of
five times more for the three equation, in addition to
pink ribbons together that execute a process
through the red tape. If you paid mental where
a total of $72,000, what is the visualize them
price of a single roll of operations. It is
pink love? necessary to do more
of an operation
If the child answers correctly, multiply and/or
continue presenting question B aditva.
 Division
B. If you were to buy a roll of parttva A is presented
blue ribbon for the second problem
half the price of what where the student
a roll of red tape, he/she should only do one
How much money would it cost you? division, in the case
that responds to the
first task.
A. Hey... Imagine that for Reason Rule of three The student must
make your pudding Proportion Factor establish the relationship
birthdays that for every three multiplier between the amount of
100 portions are needed Isomorphism of each ingredient of
grams of bread or flour, three measure according to the quantity
eggs, 450 ml of milk, 300 g of cups of flour.
of sugar, two tablespoons of Simply put, it is
baking powder, 120 grams try to multiply
two tablespoons of butter by the same factor.
coconut or vanilla essence. Yes You can also do
we are going to make a cake for use of a table.
21 guests, what amount of
each ingredient you are going to In the second part,
need? it is simply done
a multiplication or
If the child responds correctly, repeated addition
continue presenting the problem.

B. If 300 grams of sugar is

approximately 6
tablespoons of the same
product, how many tablespoons
we will use sugar in the
preparation for one person?

I appreciate the collaboration of the expert judges for their review and correction.

Mr. José Luis García Reales

RUBRIC FOR EVALUATING THE INSTRUMENT

 Taken from Galicia, Balderrama and Navarro (2007)

ht[Link]