Roles of problem solving in the official curriculum

Authors

  • Daniela Olivares Daniela Olivares Universidad de Granada
  • Isidoro Segovia Isidoro Segovia Universidad de Granada
  • José Luis Lupiáñez José Luis Lupiáñez Universidad de Granada

DOI:

https://doi.org/10.35763/aiem.v0i18.270

Abstract

In this work we describe the role of problem solving in different documents of the Chilean official curriculum in primary education. Our theoretical framework takes into account three dimensions of problem solving: the roles it can play according to Schoenfeld (1992), and Schroeder and Lester (1989); the characteristics that facilitate its incorporation into the curriculum and the types of problems suggested in the curricular documents. We developed a system of categories and carried out a content analysis. We conclude that the documents reflect different and even contradictory views on the role of problem solving for the teaching of mathematics, hindering its full implementation as provided in official regulations.

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Published

2020-11-01

How to Cite

Daniela Olivares, D. O., Isidoro Segovia, I. S., & José Luis Lupiáñez, J. L. L. (2020). Roles of problem solving in the official curriculum. Advances of Research in Mathematics Education, (18), 41–54. https://doi.org/10.35763/aiem.v0i18.270

Issue

No. 18 (2020)

Section

Artículos

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