| Summary: | To understand mathematics question-problem is not easy task for many people, therefore it is necessary to relate the verbal information contained in the statement of the problems with the mathematical information gifts.The present study it is part of a thesis and had as objective to elaborate, to apply and to evaluate a program of intervention with children of 4 series of Basic Teaching who presented difficulties in the understanding and resolution of mathematical problems and to maximize the brains capacities of these children. The chosen methodology was for the experimental delineation of comparison between groups, an experimental group and a group has controlled. The study it consisted of a daily pay-test, a program of intervention and a after-test and delayed after-test. The daily pay-test evaluated the performance of the arithmetical children in question-problem. After that, the program of education in the students was applied who had presented an inferior performance 40% of rightnesss in the problems. This program looked for to teach the students to read the statements of the problems and to find the representation mathematical more appropriate to decide the question. The results of the after-test and delayed after-test had been superior to the results of the daily pay-test of the experimental group and of the group it has controlled indicating improvement in the performance of the students who had participated of the program. It demonstrated, with this data, that the used intervention was efficient increasing the necessary brains capacities to the task of resolution of arithmetical problems, that consists basically, in understanding the written statement and representing it mathematically.
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