Comprensión de textos en la resolución de problemas de enunciado verbal: Una revisión de literatura
Resumen
En la resolución de problemas en general, y de problemas de enunciado verbal en particular los estudiantes manifiestan diferentes dificultades, algunas asociadas con la comprensión de textos. Se realizó una revisión de la literatura con los objetivos de identificar los tipos de estudios que han abordado la comprensión de textos durante la resolución de problemas, para reconocer elementos de la comprensión lectora y su incidencia en los procesos de resolución. Se analizaron 54 artículos publicados durante los últimos 42 años en revistas de educación matemática, psicología e investigación educativa siguiendo el protocolo PRISMA. Los estudios se clasificaron de acuerdo con la manera en que abordan las dificultades, los procesos de lectura, las características de los textos y las estrategias de evaluación o intervención. Se identificaron algunas limitaciones de estos estudios y la necesidad de desarrollar investigaciones que profundicen en la manera en que los estudiantes leen y comprenden los enunciados de los problemas. Se concluyó que un adecuado proceso de lectura es una condición necesaria pero no suficiente para la resolución de problemas, por lo que se considera conveniente desarrollar investigaciones que aborden esta problemática y lleven a proponer acciones que favorezcan la comprensión, a través de estrategias de lectura y contextos significativos para los estudiantes.
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García, O., Jiménez, E., y Flores, R. (2006). Un programa de apoyo para facilitar el aprendizaje de solución de problemas de suma y resta en alumnos con bajo rendimiento. Educación Matemática, 18(2), 95-99. https://www.redalyc.org/articulo.oa?id=40558507005
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Greisen, M., Georges, C., Hornung, C., Sonnleitner, P., y Schiltz, C. (2021). Learning mathematics with shackles: How lower reading comprehension in the language of mathematics instruction accounts for lower mathematics achievement in speakers of different home languages. Acta Psychologica, 221, 103456. https://doi.org/10.1016/j.actpsy.2021.103456
Hackemann, T., Heine, L., y Höttecke, D. (2022). Challenging to read, easy to comprehend? Effects of linguistic demands on secondary students’ text comprehension in physics. International Journal of Science and Mathematics Education, 20(1), 43-68. https://doi.org/10.1007/s10763-022-10306-1
He, B., Yu, X., Huang, L., Meng, H., Liang, G. y Chen, S. (2024). Comparative study of typical neural solvers in solving math word problems. Complex & Intelligent Systems, 10, 5805-5830. https://doi.org/10.1007/s40747-024-01454-8
Hijada, M., y De la Cruz, M. (2022). The gap between comprehension level and problem-solving skills in learning mathematics. Universal Journal of Educational Research, 10(1), 35-43.
Jensen, K. L., y Elbro, C. (2022). Clozing in on reading comprehension: A deep cloze test of global inference making. Reading and Writing, 35(5), 1221-1237. https://doi.org/10.1007/s11145-021-10230-w
Jupri, A., y Drijvers, P. (2016). Student difficulties in mathematizing word problems in algebra. Eurasia Journal of Mathematics, Science & Technology Education, 12(9), 2481-2502. https://doi.org/10.12973/eurasia.2016.1299a
Kilienė, I. (2024). Analyzing arithmetic word problems: Blink of an eye for textbooks authors. Lithuanian Mathematical Journal, 64, 315-331. https://doi.org/10.1007/s10986-024-09642-2
Kintsch, W. (1994). Text comprehension, memory, and learning. American Psychologist, 49(4), 294-303. https://doi.org/10.1037/0003-066X.49.4.294
Kintsch, W. (1998). Comprehension: A paradigm for cognition. Cambridge University Press.
Klotz, E., Ehmke, T., y Leiss, D. (2024). Text comprehension as a mediator in solving mathematical reality-based tasks: The impact of linguistic complexity, cognitive factors, and social background. European Journal of Educational Research, 14(1), 23-39. https://doi.org/10.12973/eu-jer.14.1.23
Krawitz, J., Hartmann, L., y Schukajlow, S. (2024). Do task variables of self-generated problems influence interest? Authenticity, openness, complexity, and students’ interest in solving self-generated modelling problems. The Journal of Mathematical Behavior, 73, 101129. https://doi.org/10.1016/j.jmathb.2024.101129
Kwok, M., Welder, R. M., Moore, J. y Williams, A. M. (2022). Beyond keywords: Applying systemic functional linguistics to unpack the language of additive word problems. International Journal of Science and Mathematics Education, 20(1), 163-186. https://doi.org/10.1007/s10763-022-10290-6
León Cascón, J. A. (2009). Neuroimagen de los procesos de comprensión en la lectura y el lenguaje. Psicología Educativa: Revista de los Psicólogos de la Educación, 15(1), 61-71. https://www.redalyc.org/articulo.oa?id=613765489008
Lindquist, M., Philpot, R., Mullis, I., y Cotter, K. E. (2017). TIMSS 2019 mathematics framework. En I. V. S. Mullis y M. O. Martin (Eds.), TIMSS 2019 assessment frameworks. http://timssandpirls.bc.edu/timss2019/frameworks/
Ludewig, U., Hübner, N., y Schroeder, S. (2023). Vocabulary, text coverage, word frequency and the lexical threshold in elementary school reading comprehension. Reading and Writing, 36, 2409-2431. https://doi.org/10.1007/s11145-022-10385-0
Lyu, X., Yu, X., y Peng, R. (2023). Vector relation acquisition and scene knowledge for solving arithmetic word problems. Journal of King Saud University - Computer and Information Sciences, 35(8), 101673. https://doi.org/10.1016/j.jksuci.2023.101673
Moncada, F., Ibáñez, R., Santana, A. y Guerra, C. (2024). Spanish adaptation of a cloze procedure to assess reading comprehension beyond the sentence level. Reading and Writing, 37, 2595-2617. https://doi.org/10.1007/s11145-023-10488-2
Mondal, S., Khatua, D., Mandal, S., Prasad, D. K. y Sekh, A. A. (2025). BMWP: The first Bengali math word problems dataset for operation prediction and solving. Discover Artificial Intelligence, 5, 25. https://doi.org/10.1007/s44163-025-00243-7
Montero, L., y Mahecha, J. (2020). Comprensión y resolución de problemas matemáticos desde la macroestructura del texto. Praxis & Saber, 11(26), e9862. https://doi.org/10.19053/22160159.v11.n26.2020.9862
Montes-Salas, A. M., Rangel-Bórquez, Y., y Reyes-Angulo, J. A. (2014). Comprensión lectora. Noción de lectura y uso de macrorreglas. Ra Ximhai, 10(5), 265-277.
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Publicado
2026-03-06
Cómo citar
Mariscal-Muñoz, G., García-Rodríguez, M. L., & Chalé Can, S. D. (2026). Comprensión de textos en la resolución de problemas de enunciado verbal: Una revisión de literatura. RIDE Revista Iberoamericana Para La Investigación Y El Desarrollo Educativo, 16(32), e1058. https://doi.org/10.23913/ride.v16i32.2872
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Artículos Científicos
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