<?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>2448-8089</journal-id>
<journal-title><![CDATA[Educación matemática]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. mat.]]></abbrev-journal-title>
<issn>2448-8089</issn>
<publisher>
<publisher-name><![CDATA[Sociedad Mexicana de Investigación y Divulgación de la Educación Matemática A.C.; Universidad de Guadalajara]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-80892016000100009</article-id>
<article-id pub-id-type="doi">10.24844/em2801.01</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Problemas de estructura multiplicativa: Evolución de niveles de éxito y estrategias en estudiantes de 6 a 12 años]]></article-title>
<article-title xml:lang="en"><![CDATA[Multiplicative structure problems: Evolution of students' levels of success and strategies from 6 to 12 years]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ivars]]></surname>
<given-names><![CDATA[Pere]]></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[ ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de Alicante Departamento de Innovación y Formación Didáctica ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2016</year>
</pub-date>
<volume>28</volume>
<numero>1</numero>
<fpage>9</fpage>
<lpage>38</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2448-80892016000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2448-80892016000100009&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2448-80892016000100009&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: El objetivo de este estudio es caracterizar la evolución de los niveles de éxito y de las estrategias empleadas por estudiantes de Educación Primaria (edad 6-12 años) cuando resuelven problemas de estructura multiplicativa. Los resultados muestran que los estudiantes de 6-8 años emplearon mayoritariamente estrategias de modelización y conteo, pero a partir del tercer curso la estrategia más empleada fue el algoritmo. Sin embargo, el uso del algoritmo no implicó una disminución de las estrategias incorrectas y vino ligado a la aparición de una estrategia incorrecta: el uso del algoritmo inverso. Estos datos sugieren que la introducción del algoritmo en la resolución de problemas multiplicativos conlleva la disminución del uso de otras estrategias correctas que implicaban una comprensión adecuada de la situación, pero no conllevan una mejora en la comprensión de dichas situaciones.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: The aim of this study is to characterize the evolution of the levels of success and strategies used by primary school students (6-12 years old) when solving multiplicative structure problems. Results show that students between 6-8 years old used mostly modelling and counting strategies, but after the third course, the majority of students used the algorithm. However, the use of the algorithm did not imply a decrease of the use of incorrect strategies and encouraged the appearance of a new incorrect strategy, the use of the inverse algorithm. These data suggest that the introduction of the algorithm to solve multiplicative structure problems is linked to a decrease in the use of other correct strategies that involved a proper understanding of the situation, but it does not entail an improvement in students' understanding of these situations.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[problemas de estructura multiplicativa]]></kwd>
<kwd lng="es"><![CDATA[estrategias]]></kwd>
<kwd lng="es"><![CDATA[Educación Primaria]]></kwd>
<kwd lng="es"><![CDATA[evolución]]></kwd>
<kwd lng="es"><![CDATA[algoritmo]]></kwd>
<kwd lng="en"><![CDATA[Multiplicative structure problems]]></kwd>
<kwd lng="en"><![CDATA[strategies]]></kwd>
<kwd lng="en"><![CDATA[Primary Education]]></kwd>
<kwd lng="en"><![CDATA[evolution]]></kwd>
<kwd lng="en"><![CDATA[algorithm]]></kwd>
</kwd-group>
</article-meta>
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