versión impresa ISSN 1665-5826
The analysis of the process of solution of two problems with fractions is presented, as well as the interaction in a cooperative learning situation between two secondary school students with low achievement The results showed some problems regarding the concept of fraction related to the conservation of the integer, and a wrong interpretation of the problem which led them to the use of inadequate algorithms for the solution. Three conceptions were identified in the solution process: in a problem with fractions the value of the integer is always one, just an operation is needed to obtain the result and the only quantity mentioned in the problem is equivalent to the integer. The problems were overcome during the interaction between students and tutor.
Palabras llave : students with low achievement mathematical problems; fractions; cooperative learning; secondary school.