La noción de representación en la resolución de problemas multiplicativos simples, en relación con dificultades del aprendizaje matemático

Abstract

The present study has as objective to show the use of a model for the development of problems, integrated with the problem of representation and levels of conceptualization; it contributes to the conceptualization of simple multiplicative problems, such as direct and inverse problems. This study is made with fourth grade students that have learning difficulties in mathematics. It is developed through the combined methodology with a sample of ten students. The skill of solving direct and inverse problems is diagnosed through the Euler II and Jacobo Feldman’s test batteries, these are re-applied to evaluate the intervention results. The detailed and systematic analysis shows that the used model on the intervention contributes significantly to the multiplicative problems conceptualization and basic learning devices development.