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Los indicadores para la solución de problemas, desde los niveles de comprensión de los contenidos matemáticos / The indicators for the solution of problems, from the levels of comprehension of the mathematical contents Los indicadores para la solución de problemas, desde los niveles de comprensión de los contenidos matemáticos / The indicators for the solution of problems, from the levels of comprehension of the mathematical contentsObjetivo: caracterizar los indicadores para la resolución de problemas a partir de los niveles de comprensión de los contenidos matemáticos. Métodos: se realizó un estudio descriptivo de corte transversal, el análisis documental que incluyó artículos científicos relacionados con la resolución de problemas, la bibliografía del proyecto de investigación del departamento, que permitió vincular los niveles asumidos para la comprensión de los contenidos matemáticos con los indicadores para la resolución de problemas y caracterizarlos, teniendo en cuenta los objetivos de la asignatura general y por temas. Se emplearon los métodos histórico lógico y análisis sínte-sis para sistematizar diferentes metodologías para la resolución de problemas.Resultados: se definieron los indicadores para la resolución de los problemas desde los cuatro niveles de comprensión del contenido matemático para la asignatura y se estableció como estrategia para el trabajo en la resolución de problemas tener en cuenta el tratamiento de las acciones de la habilidad resolver problemas y los indicadores para la comprensión de estos. Conclusiones: los indicadores para la comprensión de los problemas matemáticos asociados a los cuatro  niveles de la  comprensión de los contenidos matemáticos en el proceso de enseñanza aprendizaje de la Matemática en el curso preparatorio, se caracterizan por el trabajo con la comprensión lectora y las acciones de la habilidad resolver problemas, que favorecen la elaboración de tareas docentes dirigidas a contribuir al desarrollo del pensamiento lógico y las competencias comunicativa de los estudiantes en idioma español, que posibilitó el perfeccionamiento del proceso de enseñanza aprendizaje en la Matemática. Palabras clave: comprensión; niveles de la comprensión; resolución de problemas.ABSTRACT Objective: to characterize the indicators for the resolution of problems from the levels of understanding of the mathematical contents.Methods: a descriptive crosssectional study was carried out, the documentary analysis that included scientific articles related to the problem solving, the bibliography of the research project of the department, which allowed to link the levels assumed for the understanding of the contents. mathematicians with the indicators to solve problems and characterize them, taking into account the objectives of the general subject and by subject. The logical historical methods, synthesissis analysis were used to systematize different methodologies for the resolution of problems.Results: the indicators for the resolution of problems were defined from the four levels of understanding of the mathematical content for the subject and it was es-tablished as a strategy for the work in the resolution of problems taking into account the treatment of the actions of the skill to solve problems and indicators for understanding problems.Conclusions: the indicators for understanding the mathematical problems associated with the four levels of understanding mathematical contents in the teaching-learning process of Mathematics in the preparatory course, are characterized by work with reading comprehension and the actions of the ability to solve problems, which favor the development of teaching tasks aimed at contributing to the development of logical thinking and communication skills of students in Spanish, which en-abled the improvement of the teachinglearning process in Mathematics.Keywords: comprehension; levels of understanding; problem solving.

ABSTRACT Objective: to characterize the indicators for the resolution of problems from the levels of understanding of the mathematical contents.Methods: a descriptive crosssectional study was carried out, the documentary analysis that included scientific ... see more

The ability to recognize the concept of early numbers in early childhood is very important to develop so that children are ready to take part in learning mathematics at a higher level. This study aims to determine the effect of mathematics learning approa... see more

Mastering early mathematics is crucial for young children's development and future, and parents' beliefs in early mathematics development and learning environment provision at home have been identified as factors that affect children's mathematical master... see more

AbstractBackground: Fluency in mathematical language is essential for learning mathematics. Teachers must understand and use their diverse mathematical knowledge, including language and communication difficulties inherent to mathematics instruction. ... see more

ABSTRAKPenelitian berawal dari masalah rendahnya hasil dan minat belajar Matematika. Tujuan penelitian yaitu mengetahui pengaruh penerapan pembelajaran inkuiri terhadap hasil dan minat pada pelajaran Matematika Teknik Pengelasan Fablikasi Logam (TPFL) SMK... see more

Improving math skills is considered important today. Because mathematical abilities can encourage individuals to be able to solve problems in the midst of society. A number of studies have proven that self-concept is very influential on mathematical abili... see more

This study investigated high school students’ mathematical problem- solving beliefs based on their gender. A mathematical problem-solving beliefs questionnaire comprising 36 items across six beliefs scales was administered to a sample of 490 students (288... see more

AbstrakSuasana pembelajaran yang menarik dan tidak membosankan adalah hal yang diharapkan oleh siswa dalam pembelajaran. Guru dapat menggunakan bantuan teknologi untuk membuat media pembelajaran yang menarik. Media pembelajaran inovatif salah satunya yait... see more

AbstrakSuasana pembelajaran yang menarik dan tidak membosankan adalah hal yang diharapkan oleh siswa dalam pembelajaran. Guru dapat menggunakan bantuan teknologi untuk membuat media pembelajaran yang menarik. Media pembelajaran inovatif salah satunya yait... see more

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