Intervention in Textual Comprehension of Mathematical Word Problems: A Case Study

Adriana Toxtle-Colotl; José Antonio Juárez-López; María del Socorro García-González

doi:10.53103/cjess.v4i2.223

Authors

Adriana Toxtle-Colotl Meritorious Autonomous University of Puebla, Mexico https://orcid.org/0000-0002-0667-4888
José Antonio Juárez-López Meritorious Autonomous University of Puebla, Mexico https://orcid.org/0000-0003-2501-943X
María del Socorro García-González Autonomous University of Guerrero, Mexico https://orcid.org/0000-0001-7088-1075

DOI:

https://doi.org/10.53103/cjess.v4i2.223

Keywords:

Textual Comprehension, Difficulty, Situation Model, Word Problem, Secondary

Abstract

Word Mathematical Problem solving involves a phase of Comprehension or construction of a Situational Model. This paper presents an intervention with a high school student who presented difficulties in the construction of situational models in Word Mathematical Problem Solving. A qualitative research with an instrumental case study design was developed to obtain a profile of the type of difficulties and to intervene by means of semi-structured interviews. The role of situation drawing and the use of concrete materials during the interviews as a strategy to encourage the construction of situation models is also reported.

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