Models and processes for solving arithmetic word problems proposed by Spanish mathematics textbooks / Modelos y procesos de resolución de problemas aritméticos verbales propuestos por los libros de texto de matemáticas españoles
Bibliographic Data
| ID | 12486176 |
|---|---|
| Authors | Rosario Sánchez (0000-0002-7984-1894, Universidad de Salamanca), M Rosario Sánchez, Santiago Vicente (0000-0002-2072-8133, Universidad de Salamanca, corresponding author) |
| Year | 2015 |
| Volume | 27 |
| Issue | 4 |
| Pages | 695-725 |
| Publication date | 2015-10-02 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Culture and Education (JOURNAL) |
| Journal identifiers | ISSN: 1135-6405 • E-ISSN: 1578-4118 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/11356405.2015.1089389 |
| OpenAlex | W2128767341 |
| Language | ES |
| Citations received | 4 |
| References cited | 17 |
Textbooks are frequently used as a resource to teach children how to solve word problems in mathematics classes. The solving models explicitly proposed by textbooks, and the kind of problems they propose, can therefore have a decisive influence on the way in which students learn to solve them. This paper analyses the extent to which the problem solving models proposed by the books include reasoning as one of the steps needed to solve a problem. To do this, the processes and steps articulated in the models proposed in the books by Anaya, SM and Santillana are categorized according to data, reasoning, choice of operation, strategies, execution of operations, expression of results, checking and inventing. The results indicate that reasoning processes are hardly ever found in the models, especially in lower year courses. It is concluded that mathematical textbooks provide incomplete solving models that fail to promote reasoning
Mathematics education · Cognitive and developmental aspects of mathematical skills · Computer Science · Developmental and Educational Neuropsychology · Mathematics · Mathematics Education and Teaching Techniques · Artificial Intelligence
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Influence of teachers’ pedagogical knowledge on their classroom practice when solving arithmetic word problems with their students. An exploratory study / Influencia del conocimiento pedagógico del profesorado en su práctica de aula cuando resuelve problemas aritméticos verbales con su alumnado. Un estudio exploratorio
Solving arithmetic word problems. An analysis of Spanish textbooks / Resolución de problemas aritméticos verbales. Un análisis de los libros de texto españoles
Análisis de la práctica educativa en clases de matemáticas españolas de Educación Primaria
La resolución de problemas aritméticos en el aula. ¿Qué hacen los profesores cuando trabajan conjuntamente con sus alumnos
Teacher–student interaction in joint word problem solving. The role of situational and mathematical knowledge in mainstream classrooms
Teachers' approaches towards word problem solving
American Educational Research Journal, 1964-1968
A Comparison of How Textbooks Teach Mathematical Problem Solving in Japan and the United States
Brief Note
| Citations per year | 0.5 |
|---|---|
| Citation span | 2018 - 2024 (7) |
| Highly cited | No |