Cognitive strategies performed in the resolution of mathematical problems in a test of admission to higher education

Abstract

The purpose of the study was to analyze the cognitive strategies executed in the resolution of the mathematic items for the test of academic abilities from the Instituto Tecnológico de Costa Rica (ITCR), from a methodologic descriptive and cross approach. The principal technique for collecting the data was with a cognitive interview, with the use of a protocol validated for a panel of experts and a focal group. Between the principal results, was found that the participants did not execute the total tasks on each one of the steps of resolution: understand the problem, conceive and execute a plan and verify it. In addition, differences were found in the execution of tasks between the types of reasoning: inductive, deductive, problem resolution, probabilistic and with figures. From a pedagogical standpoint, this research could point to a solution for the low performance rates in tests that include heuristics in that it provides specific information related to problem solving routes used by high achieving students. This understanding could guide classroom instruction.