Exploring the components of the competence to construct a mental representation of mathematical problems in a fourth-grade student during mathematical logic problem solving
Résumé
Problem solving in arithmetic remains a challenge for students and a significant concern for teachers. The difficulty often lies in the students’ inability to construct a meaningful representation of the problem, especially when problems involve written language and arithmetic concepts. This study aims to explore how environments presenting mathematical logic problems, initially devoid of arithmetic concepts and written language, but later incorporating short sentences, facilitate the utilization of components necessary for constructing a mental mathematical problem representation in 4th grade students. A qualitative analysis of an illustrative case demonstrates that these environments provide students with opportunities to utilize each component of this competence, often in conjunction with others. Furthermore, these environments appear to encourage students to employ these components strategically.
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