{"id":10928,"date":"2021-10-04T10:28:36","date_gmt":"2021-10-04T08:28:36","guid":{"rendered":"https:\/\/projectes.xtec.cat\/tilc\/?p=10928"},"modified":"2021-10-04T10:31:03","modified_gmt":"2021-10-04T08:31:03","slug":"comprendre-els-enunciats-dels-problemes-matematics","status":"publish","type":"post","link":"https:\/\/projectes.xtec.cat\/tilc\/recursos\/comprendre-els-enunciats-dels-problemes-matematics\/","title":{"rendered":"Comprendre els enunciats dels problemes matem\u00e0tics"},"content":{"rendered":"<p>Us recomanem una <a href=\"https:\/\/clbe.wordpress.com\/2021\/09\/08\/decimo-aniversario-10-comprension-de-problemas-matematicos\/\" target=\"_blank\" rel=\"noopener\">s\u00e8rie d&#8217;articles de Juan Cruz<\/a>, expert en temes relacionats amb les dificultats de comprensi\u00f3 lectora. Aquesta s\u00e8rie recopila an\u00e0lisis i propostes sobre el fet que la comprensi\u00f3 de l&#8217;enunciat dels problemes matem\u00e0tics incideix en la bona resoluci\u00f3 que l&#8217;alumne en fa. Efectivament, la resoluci\u00f3 de problemes \u00e9s una de les activitats on m\u00e9s pes t\u00e9 el llenguatge verbal dins de l&#8217;\u00e0mbit matem\u00e0tic, per b\u00e9 que no \u00e9s l&#8217;\u00fanica.<\/p>\n<p>L&#8217;article enlla\u00e7a a diversos articles anteriors, com ara:<\/p>\n<ul>\n<li><a href=\"https:\/\/clbe.wordpress.com\/2013\/05\/29\/mejorar-la-comprension-de-problemas-matematicos\/\" target=\"_blank\" rel=\"noopener\">Mejorar la comprensi\u00f3n de problemas matem\u00e1ticos<\/a>, on proposa elaborar enunciats que tinguin relaci\u00f3 amb situacions m\u00e9s properes a l&#8217;alumne, per garantir la rellev\u00e0ncia i significativitat de la proposta.<\/li>\n<li><a href=\"https:\/\/clbe.wordpress.com\/2016\/01\/13\/estrategias-para-la-comprension-de-problemas-matematicos-y-memoria-de-trabajo\/\" target=\"_blank\" rel=\"noopener\">Estrategias para la comprensi\u00f3n de problemas matem\u00e1ticos y memoria de trabajo<\/a>, on comenta una proposta concreta de millora basada en l&#8217;activaci\u00f3 d&#8217;estrat\u00e8gies verbals i visuals.<\/li>\n<li><a href=\"https:\/\/clbe.wordpress.com\/2016\/02\/03\/la-parafrasis-como-estrategia-de-resolucion-de-problemas-matematicos\/\" target=\"_blank\" rel=\"noopener\">La par\u00e1frasis como estrategia de resoluci\u00f3n de problemas matem\u00e1ticos<\/a>.<\/li>\n<\/ul>\n<p>Dos dels articles s&#8217;orienten a l&#8217;alumnat amb problemes d&#8217;aprenentatge, <a href=\"https:\/\/clbe.wordpress.com\/2013\/07\/03\/mas-sobre-la-comprension-de-problemas-de-matematicas\/\" target=\"_blank\" rel=\"noopener\">un dels quals<\/a> s&#8217;adre\u00e7a especialment a atendre alumnes de secund\u00e0ria.<\/p>\n<figure class=\"figure wp-caption aligncenter\"><a href=\"https:\/\/projectes.xtec.cat\/tilc\/wp-content\/uploads\/usu2098\/2021\/10\/operations-math-physics-multiply.jpg\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-10929 size-full\" src=\"https:\/\/projectes.xtec.cat\/tilc\/wp-content\/uploads\/usu2098\/2021\/10\/operations-math-physics-multiply.jpg\" alt=\"\" width=\"910\" height=\"512\" srcset=\"https:\/\/projectes.xtec.cat\/tilc\/wp-content\/uploads\/usu2098\/2021\/10\/operations-math-physics-multiply.jpg 910w, https:\/\/projectes.xtec.cat\/tilc\/wp-content\/uploads\/usu2098\/2021\/10\/operations-math-physics-multiply-300x169.jpg 300w, https:\/\/projectes.xtec.cat\/tilc\/wp-content\/uploads\/usu2098\/2021\/10\/operations-math-physics-multiply-768x432.jpg 768w\" sizes=\"auto, (max-width: 910px) 100vw, 910px\" \/><\/a><figcaption class=\"wp-caption-text\">Full de problemes<\/figcaption><\/figure>\n","protected":false},"excerpt":{"rendered":"<p>Enlla\u00e7 a l&#8217;article de Juan Cruz Ripoll amb propostes per millorar la comprensi\u00f3 dels enunciats de problemes matem\u00e0tics.&hellip;  <a href=\"https:\/\/projectes.xtec.cat\/tilc\/recursos\/comprendre-els-enunciats-dels-problemes-matematics\/\" title=\"Read Comprendre els enunciats dels problemes matem\u00e0tics\">Llegeix m\u00e9s\u00bb<\/a><\/p>\n","protected":false},"author":9,"featured_media":10929,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_bbp_topic_count":0,"_bbp_reply_count":0,"_bbp_total_topic_count":0,"_bbp_total_reply_count":0,"_bbp_voice_count":0,"_bbp_anonymous_reply_count":0,"_bbp_topic_count_hidden":0,"_bbp_reply_count_hidden":0,"_bbp_forum_subforum_count":0,"footnotes":""},"categories":[76],"tags":[381,407],"class_list":["post-10928","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-recursos","tag-ambit-matematic","tag-lectura"],"post_mailing_queue_ids":[],"_links":{"self":[{"href":"https:\/\/projectes.xtec.cat\/tilc\/wp-json\/wp\/v2\/posts\/10928","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/projectes.xtec.cat\/tilc\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/projectes.xtec.cat\/tilc\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/projectes.xtec.cat\/tilc\/wp-json\/wp\/v2\/users\/9"}],"replies":[{"embeddable":true,"href":"https:\/\/projectes.xtec.cat\/tilc\/wp-json\/wp\/v2\/comments?post=10928"}],"version-history":[{"count":3,"href":"https:\/\/projectes.xtec.cat\/tilc\/wp-json\/wp\/v2\/posts\/10928\/revisions"}],"predecessor-version":[{"id":10933,"href":"https:\/\/projectes.xtec.cat\/tilc\/wp-json\/wp\/v2\/posts\/10928\/revisions\/10933"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/projectes.xtec.cat\/tilc\/wp-json\/wp\/v2\/media\/10929"}],"wp:attachment":[{"href":"https:\/\/projectes.xtec.cat\/tilc\/wp-json\/wp\/v2\/media?parent=10928"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/projectes.xtec.cat\/tilc\/wp-json\/wp\/v2\/categories?post=10928"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/projectes.xtec.cat\/tilc\/wp-json\/wp\/v2\/tags?post=10928"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}