Resolución de problemas aritméticos verbales. Un análisis de los libros de texto españoles

  1. Santiago Vicente 1
  2. Eva Manchado 1
  3. Lieven Verschaffel 2
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

  2. 2 KU Leuven
    info

    KU Leuven

    Lovaina, Bélgica

    ROR https://ror.org/05f950310

Revista:
Culture and Education, Cultura y Educación

ISSN: 1135-6405,  1578-4118

Año de publicación: 2018

Volumen: 30

Número: 1

Páginas: 87-104

Tipo: Artículo

DOI: 10.1080/11356405.2017.1421606 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Culture and Education, Cultura y Educación

Objetivos de desarrollo sostenible

Resumen

This study analyses whether the primary school mathematics textbooks from two Spanish publishers show a varied instructional diet of addition and multiplication problems at different levels of complexity. To do so, it analyses the problems in all the primary grades by the publishers Santillana and SM according to two levels of complexity: (a) procedural (number of steps needed to solve the problem); and (b) semantic/mathematical (addition or multiplication structures, with their different subtypes). The results show that: (a) these problems are so simple that the books themselves cannot be regarded as a sufficient tool to teach students to solve the more complex problems; and (b) if we compare them with previous studies, the design of the problems has hardly changed in 10 years. These results show that the variety of problems in books should be expanded both procedurally and semantically/mathematically, and teachers should be given assistance to compensate for these shortcomings when using these textbooks in class

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