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Revista latinoamericana de investigación en matemática educativa

versão On-line ISSN 2007-6819versão impressa ISSN 1665-2436

Resumo

ANDRADE LOTERO, Alejandro; LOTERO BOTERO, Amparo  e  ANDRADE LONDONO, Edgar A.. The Frames of Meaning Hypothesis: Children’s Mathematical Problem-Solving Abilities. Relime [online]. 2017, vol.20, n.1, pp.39-70. ISSN 2007-6819.  https://doi.org/10.12802/relime.17.2012.

This paper intends to describe a phenomenon observed when children aged 6 and 7 years old, who had not yet received formal instruction about division, tried to solve a problem of distribution by means of drawings. The phenomenon called "frames of meaning" attempts to explain why some children were successful in solving problems and others were not. We illustrate this hypothesis empirically through a case study. This hypothesis is a powerful theoretical and methodological tool for understanding the underlying mathematical thinking and arithmetic problem-solving abilities of children this age. However, it is necessary to continue to expand our analysis and the application of this framework. This would lead to reconsider conventional educational and evaluative practices. In this article we try to point the way by which these changes could be made.

Palavras-chave : Frames of meaning; Problem solving; Mathematical thinking; Elementary education.

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