A typology of lesson for the understanding of the verbal arithmetic problems in primary education. (Original)

Abstract

Specialized literature has traditionally recognized the essential role of understanding in verbal problems solving. Despite the theoretical and methodological validity of existing contributions, in pedagogical practice there are limitations in the performance of students. The assumption of the approach that explains problem solving as a process of textual understanding justifies the need for the re-modeling of its teaching-learning process. Considering, the apprehensive character of organizational forms and that the class constitutes its fundamental type, the article provides a typology of classes for understanding words problems. In research, the use of documentary analysis and theoretical methods was useful: analysis-synthesis, induction-deduction and functional structural systemic.