Semantic structures of additive problems of verbal statement in Mexican textbooks

Abstract

The research aim is to characterize the additive problems of verbal statement in the textbooks of the second period of basic education in Mexico (first, second and third grades) according to their semantic structure. From the qualitative approach, an analysis of documentary content was carried out, in which units and categories of analysis were established. The results suggest that the analyzed textbooks mostly present problems with simple structures to solve such as change and combination, and just a few of them with complex structures such as comparison and equalization. Also identifying some composite semantic structures, that represent a challenge in problem solving.