Didactic implications of the textuality of words problems

Abstract

Comprehension is one of the essential processes in the solution of arithmetic problems. In the scientific literature, poor understanding is recognized as the main cause that affects the performance of school children in their solution, an idea that has been corroborated in pedagogical practice. Taking into account that the object of the comprehension process is the text, there is a need to delve into the characteristics of the textuality of arithmetic problems and their implications in the teaching-learning process. With the purpose of favoring this last concerning the understanding of arithmetic problems, the didactic implications of the particularities of the textuality of arithmetic problems are revealed. For the research, it was useful to use theoretical methods such as analysis-synthesis and inductive-deductive.