<?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>1665-2436</journal-id>
<journal-title><![CDATA[Revista latinoamericana de investigación en matemática educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Relime]]></abbrev-journal-title>
<issn>1665-2436</issn>
<publisher>
<publisher-name><![CDATA[Comité Latinoamericano de Matemática Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1665-24362017000200167</article-id>
<article-id pub-id-type="doi">10.12802/relime.17.2022</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[La resolución de problemas aritmético - algebraicos y las estrategias de aprendizaje en matemáticas. Un estudio en educación secundaria obligatoria (ESO)]]></article-title>
<article-title xml:lang="en"><![CDATA[Arithmetic - algebraic problem solving and learning strategies in maths. A study in secondary education]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gasco-Txabarri]]></surname>
<given-names><![CDATA[Javier]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad del País Vasco Euskal Herriko Unibertsitatea ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<volume>20</volume>
<numero>2</numero>
<fpage>167</fpage>
<lpage>192</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362017000200167&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362017000200167&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362017000200167&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Uno de los bloques esenciales de la enseñanza - aprendizaje de las matemáticas está formado por los problemas verbales y su resolución; las estrategias de aprendizaje fomentan la autonomía y pueden ayudar a tomar decisiones en esta tarea matemática. Este estudio pretende relacionar la forma de resolver problemas con el empleo de dichas estrategias. La investigación se realiza con alumnado de Educación Secundaria Obligatoria (ESO) de 2º, 3º y 4º curso. El alumnado se categoriza en tres grupos: el grupo de resolución algebraica, el de resolución mixta y el grupo sin perfil definido. Las estrategias de aprendizaje se miden mediante un cuestionario. El grupo algebraico obtiene mejores resultados que el mixto en diversas estrategias, especialmente en las metacognitivas. El grupo sin perfil definido emplea en menor medida todas las estrategias excepto la de repetición.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: One of the essential blocks of teaching and learning mathematics consists of word problems and their resolution; learning strategies encourage autonomy and can help make decisions in this mathematical task. This study aims to relate the way to solve problems with the use of these strategies. The research is done with students of secondary school 8th, 9th and 10th grade. Students are categorized into three groups: the group of algebraic resolution, mixed resolution and the group without defined profile. Learning strategies are measured by a questionnaire. The algebraic group outperforms mixed in various strategies, especially in those metacognitives. The group without defined profile uses less all strategies except rehearsal.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Um dos blocos essenciais de ensino e aprendizagem da matemática consiste em problemas de palavra e sua resolução; estratégias de aprendizagem incentivar autonomia e pode ajudar a tomar decisões nesta tarefa matemática. Este estudo tem por objetivo relacionar o caminho para resolver problemas com o uso dessas estratégias. A pesquisa é feita com alunos de 8º do ensino secundário, 9º e 10º grau. Os alunos são classificados em três grupos: o grupo de resolução algébrica, resolução mista e do grupo sem perfil definido. Estratégias de aprendizagem são medidas através de um questionário. O grupo algébrico supera misto em várias estratégias, especialmente naqueles metacognitivas. O grupo sem perfil definido usa menos todas as estratégias exceto ensaio.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé: Un des blocs essentiels de l'enseignement et l'apprentissage des mathématiques se compose de problèmes de mots et de leur résolution; stratégies d'apprentissage encouragent l'autonomie et peuvent aider à prendre des décisions dans cette tâche mathématique. Cette étude vise à relier la façon de résoudre des problèmes avec l'utilisation de ces stratégies. La recherche se fait avec les élèves de 8º du secondaire, 9º et 10º. Les étudiants sont classés en trois groupes: le groupe de la résolution algébrique, la résolution mixte et le groupe sans profil défini. Les stratégies d'apprentissage sont mesurées par un questionnaire. Le groupe algébrique surpasse mixte dans diverses stratégies, en particulier dans les métacognitives. Le groupe sans profil défini utilise moins de toutes les stratégies sauf répétition.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Educación matemática]]></kwd>
<kwd lng="es"><![CDATA[Resolución de problemas]]></kwd>
<kwd lng="es"><![CDATA[Estrategias de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Educación secundaria]]></kwd>
<kwd lng="en"><![CDATA[Math education]]></kwd>
<kwd lng="en"><![CDATA[Word problem]]></kwd>
<kwd lng="en"><![CDATA[Learning strategies]]></kwd>
<kwd lng="en"><![CDATA[Secondary education]]></kwd>
<kwd lng="pt"><![CDATA[Educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[Problema de palabra]]></kwd>
<kwd lng="pt"><![CDATA[Estratégias de aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[O ensino secundário]]></kwd>
<kwd lng="fr"><![CDATA[L'enseignement des mathématiques]]></kwd>
<kwd lng="fr"><![CDATA[Problème de mot]]></kwd>
<kwd lng="fr"><![CDATA[Estratégies d'apprentissagee]]></kwd>
<kwd lng="fr"><![CDATA[L'enseignement secondaire]]></kwd>
</kwd-group>
</article-meta>
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