<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662021000401313</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Problemas realistas de división con resto: Un estudio sobre las estrategias en educación primaria]]></article-title>
<article-title xml:lang="en"><![CDATA[Realistic Division Problems with a Remainder: A Study of Strategies in Elementary Education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zorrilla]]></surname>
<given-names><![CDATA[Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ivars]]></surname>
<given-names><![CDATA[Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Fernández]]></surname>
<given-names><![CDATA[Ceneida]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Alicante Departamento de Innovación y Formación Didáctica ]]></institution>
<addr-line><![CDATA[Alicante ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>26</volume>
<numero>91</numero>
<fpage>1313</fpage>
<lpage>1339</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662021000401313&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662021000401313&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662021000401313&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este estudio tiene como objetivo analizar cómo estudiantes españoles de 3º a 6º grado (8-12 años) resuelven problemas realistas, en particular, de división-medida y división-partitiva con resto. Los participantes resolvieron seis problemas y el análisis se centró en el nivel de éxito y las estrategias que utilizaron a lo largo de los grados. Los resultados muestran dificultades al resolver este tipo de problemas en todos los grados. Sin embargo, también indican una progresión en el nivel de éxito a lo largo de la educación primaria. Aunque el algoritmo fue la estrategia más utilizada por el alumnado, emplearon otras estrategias correctas como la gráfica en grados iniciales y para un tipo concreto de problemas. Nuestros resultados sugieren que la sustitución de estrategias gráficas por el algoritmo no conlleva siempre una comprensión de la situación.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The objective of this study is to analyze how Spanish students in the third to the sixth grades (ages eight to twelve) solve realistic problems, in particular, quotative and partitive division problems with a non-zero remainder. The participants solved six problems, and the analysis focused on their level of success and the strategies they used in the different grades. The results show student difficulties in solving this type of problems, in all grades. Nevertheless, they also indicate an increase in the level of success throughout elementary education. Although the use of the algorithm is the strategy the students use the most, they also employed other correct strategies such as graphic strategies in the early years, for a specific type of problem. Our results suggest that replacing graphic strategies with the algorithm does not always imply student understanding of the situation.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[solución de problemas]]></kwd>
<kwd lng="es"><![CDATA[educación matemática]]></kwd>
<kwd lng="es"><![CDATA[estrategias]]></kwd>
<kwd lng="es"><![CDATA[educación primaria]]></kwd>
<kwd lng="en"><![CDATA[problem solving]]></kwd>
<kwd lng="en"><![CDATA[mathematical education]]></kwd>
<kwd lng="en"><![CDATA[strategies]]></kwd>
<kwd lng="en"><![CDATA[elementary education]]></kwd>
</kwd-group>
</article-meta>
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