<?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>S1665-24362017000300265</article-id>
<article-id pub-id-type="doi">10.12802/relime.17.2031</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[The role of context and context familiarity on mathematics problems]]></article-title>
<article-title xml:lang="es"><![CDATA[El papel del contexto y la familiaridad con el contexto en los problemas matemáticos]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almuna Salgado]]></surname>
<given-names><![CDATA[Felipe J.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad de Melbourne  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Australia</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>3</numero>
<fpage>265</fpage>
<lpage>292</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1665-24362017000300265&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1665-24362017000300265&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1665-24362017000300265&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The mathematics education literature advocates the use of mathematics problems embedded in different contexts and therefore different mathematics curricula reflect this recommendation. A number of theoretical arguments support this, but the influence of context, and specifically the role of context familiarity, on students&#8217; performance is an issue that is not yet fully understood. After a literature review, it is argued in this paper that ninety-odd years of research on problem context and students&#8217; performance suggest that nothing firm can be said about this relationship, because evidence about this relationship is undeniably sparse. Given that context takes on a number of meanings in the literature, this paper starts by clarifying and differentiating this term from others. Then, theoretical arguments and empirical research are reviewed in relation to the role of context and context familiarity on students&#8217; performance.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: La literatura en educación matemática promueve el uso de problemas matemáticos en diferentes contextos, y de ahí que en diferentes programas internacionales de estudios escolares de la asignatura de matemática han incorporado dicha recomendación. Un número de argumentos teóricos avalan el uso de contexto en problemas de matemáticos, sin embargo, la influencia del contexto y en especial el rol de la familiaridad del contexto en el rendimiento estudiantil es una problemática aún no entendida completamente. Después de una revisión de literatura se argumenta, en este artículo, que alrededor de noventa años de investigación del impacto del contexto de un problema matemático en el rendimiento estudiantil, nada concreto puede aún ser afirmado sobre esta relación; lo anterior, se debe a escasa evidencia en esta relación. Dado que el término contexto posee múltiples significados asociados, el artículo clarifica primeramente este término y lo diferencia de otros. Luego, argumentos teóricos y de investigación empírica son revisados en relación al rol del contexto y la familiaridad del contexto de un problema matemático en el rendimiento estudiantil.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: A literatura sobre a educação de matemática defende o uso de problemas matemáticos incorporados em diferentes contextos e, portanto, vários currículos de matemática refletem esta recomendação. Uma série de argumentos teóricos suportam a afirmação anterior, mas a influência do contexto e, especificamente, o papel da familiaridade com o contexto sobre o desempenho dos alunos é uma questão que ainda não está totalmente compreendido. Depois de uma revisão da literatura, argumenta-se neste artigo que noventa e tantos anos de pesquisa sobre o contexto dos problemas e do desempenho dos estudantes sugerem que não podemos concluir nada decisivo sobre essa relação, porque a evidência sobre essa relação é inegavelmente escassa. Atendendo ao fato que contexto tem vários significados na literatura, este artigo começa por esclarecer e diferenciar este termo de outros. Em seguida, argumentos teóricos e pesquisas empíricas são analisados em relação ao papel do contexto e da familiaridade com o contexto sobre o desempenho dos alunos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé: De récentes recherches en didactique des mathématiques semblent indiquer qu&#8217;il serait bénéfique d&#8217;inciter les élèves à travailler sur des problèmes mathématiques lorsque ceux-ci sont intégrés dans des contextes authentiques ; une recommandation conséquemment souvent miroitée dans les réformes curriculaires. Nombreux sont les arguments théoriques qui soutiennent ce point de vue, cependant l&#8217;influence du contexte, et plus précisément le rôle du degré de « familiarité » (des élèves) avec ledit contexte sur la performance reste floue et incertaine, un problème qui est adressé dans cet article. Je suggère ici de retracer les quelques dernières quatre-vingt dix années de recherche à ce sujet et proposer une définition plus approfondie des termes jusqu&#8217;alors employés dans ce domaine (en particulier celle de «contexte») pour ensuite conduire une étude théorique et empirique afin d&#8217;étudier plus finement le rôle que joue le contexte d&#8217;un problème mathématique et le degré de familiarité dudit contexte perçu par les élèves sur leur rendement.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Contexto de un problema matemático]]></kwd>
<kwd lng="es"><![CDATA[Familiaridad del contexto]]></kwd>
<kwd lng="es"><![CDATA[Rendimiento estudiantil]]></kwd>
<kwd lng="en"><![CDATA[Mathematical problem context]]></kwd>
<kwd lng="en"><![CDATA[Context familiarity]]></kwd>
<kwd lng="en"><![CDATA[Students&#8217; performance]]></kwd>
<kwd lng="pt"><![CDATA[Contexto de problemas matemáticos]]></kwd>
<kwd lng="pt"><![CDATA[Familiaridade com o contexto]]></kwd>
<kwd lng="pt"><![CDATA[Desempenho dos alunos]]></kwd>
<kwd lng="fr"><![CDATA[Contexte d&#8217;un problème mathématique]]></kwd>
<kwd lng="fr"><![CDATA[Degré de familiarité]]></kwd>
<kwd lng="fr"><![CDATA[Rendement des élèves]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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