Abstract:

This research aims to analyze, in a theoretical way, possible reasons that, according to several authors, may hinder the understanding of mathematical problems in high school students. To meet this purpose, the relationship between reading comprehension and translation of problems into algebraic language will be studied, observing actual exercises and different responses that students outlined depending on how they interpreted the formulation of the problem.

All the exercises considered belong to textbooks for students between 12 and 16 years old. In addition, the responses analyzed were collected to students enrolled in the compulsory secondary education cycle. The current competence evaluation and the way in which the linguistic competence is developed in relation to mathematical competence in the classroom environment, are also taken into account, noting any deficiencies that may arise.

Finally, several improvements that may favor the elimination of these problems are exposed. These proposals are referred as much the way of formulating the problems, as the way students solve them according to which educational phase they are in. Likewise, the possible implementation of evaluation methods and activities that encourage the disappearance of such errors in the formulation of problems are presented.

Keywords:

Algebraic language, reading comprehension, evaluation methods, competences.