The Integration of Interpretation and Understanding Skills in Solving Arithmetic Problems in Special Education

Abstract

Special Education today requires a well-prepared, innovative professional who can connect general objectives with the training of the learner. Continuous improvement imposes on the University the task of preparing young people for life. The development of skills to solve arithmetic problems must be a focus of special attention, due to its practical importance. Arithmetic problem-solving has always been one of the great pillars of mathematics learning; this implies, among other things, knowing how to coherently integrate objects, definitions, mathematical representations, and how to use these configurations to find correct answers to the given problem.  The objective of this research is to propose activities that integrate the skills of interpreting and understanding in the resolution of arithmetic problems, based on training in the use of heuristic procedures. A qualitative approach was employed, with a bibliographic review of classical and contemporary authors in mathematics didactics (Polya, Schoenfeld, Ballester). Didactic units were designed that incorporate strategies such as the use of manipulatives, error analysis, collaborative problem-solving, and metacognitive reflection. The implementation of these activities improved students’ ability to interpret statements, understand underlying concepts, and transform errors into learning opportunities. An increase in motivation, autonomy, and accuracy in solving arithmetic problems was observed.