Resumen

DONOSO OSORIO, Elizabeth; VALDES MORALES, René; CISTERNAS NUNEZ, Prisila  y  CACERES SERRANO, Pablo. Teaching how to solve mathematical problems: An analysis of multiple correspondences. Diálogos sobre educ. Temas actuales en investig. educ. [online]. 2020, vol.11, n.21, 00013.  Epub 03-Mar-2021. ISSN 2007-2171.  https://doi.org/10.32870/dse.v0i21.629.

The overall aim of this research is to analyze the typical classroom activities (TCA) in Mathematical Problem Solution classes in order to identify the type of actions linked to their teaching at the primary school level. Pedagogical aids, participation structures and collaborative work done at the beginning, development and closing moments were analyzed through a multiple correspondence analysis (ACM). The results indicate that the most relevant actions take place only in some moments of the class and that, although the problems proposed are worked on, the verification of the results, argumentative skills and collaborative work are not encouraged. We also concluded that the most frequent aids have little impact on mediated learning and that the interactions between teacher and student do not point towards feedback.

Palabras llave : Teaching mathematics; mathematical education; problem solving; multiple correspondences; education.

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