{"id":432,"date":"2016-05-14T21:09:04","date_gmt":"2016-05-14T21:09:04","guid":{"rendered":"http:\/\/www.revista-educacion-matematica.com\/revista\/?p=432"},"modified":"2016-05-14T21:15:53","modified_gmt":"2016-05-14T21:15:53","slug":"vol28-1-1-en","status":"publish","type":"post","link":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/05\/14\/vol28-1-1-en\/","title":{"rendered":"Multiplicative structure problems: Evolution of students\u2019 levels of success and strategies from 6 to 12 years"},"content":{"rendered":"<p><a href=\"mailto:pere.ivars@ua.es\">Pere Ivars<\/a><br \/>\n<a href=\"mailto:ceneida.fernandez@ua.es\">Ceneida Fern\u00e1ndez<\/a><\/p>\n<p><strong>Abstract:<\/strong> The aim of this study is to characterize the evolution of the levels of success and strategies used by primary school students (6-12 years old) when solving multiplicative structure problems. Results show that students between 6-8 years old used mostly modelling and counting strategies, but after the third course, the majority of students used the algorithm. However, the use of the algorithm did not imply a decrease of the use of incorrect strategies and encouraged the appearance of a new incorrect strategy, the use of the inverse algorithm. These data suggest that the introduction of the algorithm to solve multiplicative structure problems is linked to a decrease in the use of other correct strategies that involved a proper understanding of the situation, but it does not entail an<br \/>\nimprovement in students\u2019 understanding of these situations.<\/p>\n<p>Keywords: Multiplicative structure problems, strategies, Primary Education, evolution,<br \/>\nalgorithm.<\/p>\n<p>&nbsp;<\/p>\n<p><a href=\"http:\/\/somidem.com.mx\/descargas\/Vol28-1-1.pdf\"><img loading=\"lazy\" class=\"alignright wp-image-81\" src=\"http:\/\/somidem.com.mx\/revista\/wp-content\/uploads\/2016\/05\/download.png\" alt=\"descarga2\" width=\"150\" height=\"54\" \/><\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Pere Ivars Ceneida Fern\u00e1ndez Abstract: The aim of this study is to characterize the evolution of the levels of success and strategies used by primary school students (6-12 years old) when solving multiplicative structure problems. Results show that students between 6-8 years old used mostly modelling and counting strategies, but\u2026 <a class=\"continue-reading-link\" href=\"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/2016\/05\/14\/vol28-1-1-en\/\">Continue reading<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[2],"tags":[14,9,12,11,13,8,5,7,10,6],"_links":{"self":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/432"}],"collection":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/comments?post=432"}],"version-history":[{"count":1,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/432\/revisions"}],"predecessor-version":[{"id":433,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/posts\/432\/revisions\/433"}],"wp:attachment":[{"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/media?parent=432"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/categories?post=432"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.revista-educacion-matematica.org.mx\/revista\/wp-json\/wp\/v2\/tags?post=432"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}