<?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>1607-4041</journal-id>
<journal-title><![CDATA[Revista electrónica de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[REDIE]]></abbrev-journal-title>
<issn>1607-4041</issn>
<publisher>
<publisher-name><![CDATA[Universidad Autónoma de Baja California, Instituto de Investigación y Desarrollo Educativo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1607-40412023000100115</article-id>
<article-id pub-id-type="doi">10.24320/redie.2023.25.e15.4407</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Estrategias para resolver problemas de estructura multiplicativa con naturales y fracciones]]></article-title>
<article-title xml:lang="en"><![CDATA[Strategies for Solving Multiplicative Structure Problems with Natural Numbers and Fractions]]></article-title>
<article-title xml:lang="pt"><![CDATA[Estratégias para resolver problemas de estrutura multiplicativa com naturais e frações]]></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  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>25</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1607-40412023000100115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1607-40412023000100115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1607-40412023000100115&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen En el estudio se analiza la forma en que los estudiantes de Primaria y Secundaria resuelven problemas de estructura multiplicativa (multiplicación, división-partitiva y división-medida). Se utilizó un cuestionario con nueve problemas en los que se tomó en cuenta el uso de números naturales y fracciones, y se analizó tanto el nivel de éxito como las estrategias implementadas en cada tipo de problema (por curso). Los resultados muestran un menor nivel de éxito en los problemas con fracciones que con números naturales, ya que los estudiantes presentaron dificultades para identificar que la estructura de los problemas era la misma. El uso del algoritmo fue la estrategia más utilizada; no obstante, emergieron otras estrategias dependiendo del tipo de números implicados (naturales o fracciones).]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This study explores how elementary and secondary school students solve multiplicative structure problems (multiplication, partitive division, and measurement division). A questionnaire was used with nine problems involving natural numbers and fractions, and the research examined both the level of success of students and the strategies employed for each type of problem (by grade level). The results show a lower level of success in problems with fractions than with natural numbers, with students having difficulty recognizing that the structure of the problems was the same. Algorithms were the most commonly used strategy, but other strategies also emerged, depending on the type of number involved (natural numbers or fractions).]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este estudo analisa a forma como os alunos do ensino Primário e Secundário resolvem problemas de estrutura multiplicativa (multiplicação, divisão-partitiva e divisão-medida). Foi utilizado um questionário com nove problemas em que se considerou o uso de números naturais e frações, e se analisou tanto o nível de sucesso como as estratégias implementadas em cada tipo de problema (por curso). Os resultados mostram um menor nível de acerto nos problemas com frações do que com números naturais, pois os alunos apresentaram dificuldades em identificar que a estrutura dos problemas era a mesma. A utilização do algoritmo foi a estratégia mais utilizada; no entanto, outras estratégias surgiram dependendo do tipo de número implicado (números naturais ou frações).]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[enseñanza de las matemáticas]]></kwd>
<kwd lng="es"><![CDATA[aritmética]]></kwd>
<kwd lng="es"><![CDATA[educación básica]]></kwd>
<kwd lng="es"><![CDATA[educación secundaria]]></kwd>
<kwd lng="en"><![CDATA[mathematics instruction]]></kwd>
<kwd lng="en"><![CDATA[arithmetic]]></kwd>
<kwd lng="en"><![CDATA[basic education]]></kwd>
<kwd lng="en"><![CDATA[secondary education]]></kwd>
<kwd lng="pt"><![CDATA[ensino de matemática]]></kwd>
<kwd lng="pt"><![CDATA[aritmética]]></kwd>
<kwd lng="pt"><![CDATA[educação básica]]></kwd>
<kwd lng="pt"><![CDATA[educação secundária]]></kwd>
</kwd-group>
</article-meta>
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