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espanolEl objetivo de este estudio ha sido poner a prueba un metodo de evaluacion del proceso implicado en la resolucion de problemas matematicos, basado en la metodologia de la Triple Tarea y en los principios del Aprendizaje Autorregulado. Este protocolo se administro a 510 estudiantes de quinto y sexto curso procedentes del Norte de Espana, los cuales realizaron dos tareas matematicas de diferente dificultad. Los resultados indicaron la presencia de unas estrategias de planificacion ineficaces, asi como la ausencia de mecanismos de revision. Sin embargo, el analisis de las diferencias entre los grupos con diferente rendimiento en las tareas revelo los sub-procesos implicados en la planificacion, y especialmente el empleo de estrategias de representacion de la informacion, como determinantes importantes en el exito de los estudiantes, ejerciendo un efecto mayor conforme la dificultad de la tarea aumento. EnglishThe aim of this study was to test a method to assess the processes involved in mathematical problem solving, based on the Triple Task methodology and Self-Regulated Learning principles. This protocol was administered to 510 fifth and sixth grade students from Northern Spain, who carried out two mathematical tasks of varying difficulty. The results derived from the total sample indicated the presence of ineffective planning strategies and a lack of revision mechanisms. However, comparisons between groups with different achievement in the tasks revealed the sub-processes involved in planning (especially the use of representation strategies) as important determining factors in student s´ success rates , with these exerting a greater effect as task-difficulty increased.

EVALUACIÓN ON-LINE DEL PROCESO DE RESOLUCIÓN DE PROBLEMAS MATEMÁTICOS EN ESTUDIANTES DE QUINTO Y SEXTO CURSO: AUTO-REGULACIÓN Y LOGRO