La resolución de problemas y la educación matemática. Hacia una mayor interrelación entre investigación y desarrollo curricular

Abstract

Mathematical Problem Solving is analysed from a position which attempts to study its implications for curricular development in mathematics. The analysis begins by inquiring the assumption of Problem Solving as the axis to develop this work while recognizing its currently relevance and the necessity of an increasing interconnection between research and curricular development in this field. Such interconnection can be seen in the recent works of many researchers and it determines the so-called «postpiagetian paradigm». From the author's perspective, the studies of addition and subtraction problems represent a domain in which this paradigm is well exemplified and from which we can learn a lot to improve both the curriculum and the teacher's training.