Secuencia didáctica basada en la resolución de problemas para el desarrollo de la estructura multiplicativa

Abstract

This study replicates the teaching sequence on multiplicative structure designed by Parra Barajas (2017) to verify its reproducibility and scope in a different context. Twenty-eight fourth-grade students from an urban public school participated in the study, which employed a quasi-experimental design with pre- and post-tests and qualitative data collection of interactions. The intervention maintained the three original phases—awareness-raising, use of concrete materials, and symbolic formalization—and retained the same assessment instruments (performance rubrics and a multiplicative problem-solving test). The results confirm the trend reported by the primary study: correct answers on problems involving isomorphism of measures and Cartesian product increased from 36% to 71%, and the number of students demonstrating flexible reasoning improved from 4 to 17. The qualitative analysis reveals progress in self-regulation and mathematical justification, supporting the robustness of the proposed approach and its potential for transfer to schools with different sociodemographic characteristics.