Laura Conejo y Tomás Ortega
Abstract: This article describes a theoretical and practical study in which the practical activities carried out in the mathematics sessions at a school for a period of five weeks has been analyzed. The goal of this paper is to create a classification tool which allows, on the one hand, analyze if the activities proposed are appropriate for the learning and teaching process, and, on the other hand, select a good collection of mathematical activities by mathematical teachers. For that purpose, we have examined the conceptions of the terms “problem” and “problem solving” proposed by several authors and the classifications of these made by Borasi and Schoenfeld and a first classification of activities proposed to students of 3rd y 4th (14-16 years old) of Educación Secundaria Obligatoria. We conclude that both classifications were insufficient and we have, therefore, undertaken, firstly, a reformulation of both classifications and, secondly, a classification of the activities according to the new classifications.
Keywords: problem, problem solving, sorting, math, typology, structural elements.
