{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,6,13]],"date-time":"2025-06-13T08:09:08Z","timestamp":1749802148253,"version":"3.40.5"},"reference-count":28,"publisher":"Bastas Publications","issue":"1","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["EUR J SCI MATH ED"],"published-print":{"date-parts":[[2024,1,1]]},"abstract":"<jats:p xml:lang=\"en\">This study was conducted while 9&lt;sup&gt;th&lt;\/sup&gt; grade students learn to solve inequalities and seeks to understand their approach to solving problems with a real-life context. Specifically, the aim is to understand: (1) What are the main characteristics of the students\u2019 approaches to the proposed problems? (2) What is the impact of the real context on the students\u2019 resolutions? A qualitative and interpretative methodology is adopted, based on case studies, with data collected through documentary collection and audio recording of discussions between a pair of students while solving problems. The main conclusions suggest a trend to approach problems without establishing immediate connections with what was being done in the classroom, with students\u2019 decisions being essentially guided by criteria of simplicity. The real context of the problems seems to have the potential to develop in students a more integrated mathematics, focused on understanding and not so much on the repetition of mechanical and meaning-independent procedures. The students\u2019 familiarization with the context in question is one of the aspects highlighted by this study.<\/jats:p>","DOI":"10.30935\/scimath\/13828","type":"journal-article","created":{"date-parts":[[2023,10,25]],"date-time":"2023-10-25T20:07:42Z","timestamp":1698264462000},"page":"21-37","source":"Crossref","is-referenced-by-count":1,"title":["Problem-solving in a real-life context: An approach during the learning of inequalities"],"prefix":"10.30935","volume":"12","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-3865-7422","authenticated-orcid":false,"given":"Helena","family":"Rocha","sequence":"first","affiliation":[{"name":"CICS.NOVA, Faculdade de Ci\u00eancias e Tecnologia, Universidade NOVA de Lisboa, Lisbon, PORTUGAL"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-8221-6870","authenticated-orcid":false,"given":"Floriano","family":"Viseu","sequence":"additional","affiliation":[{"name":"CIEd, Instituto de Educa\u00e7\u00e3o, Universidade do Minho, Braga, PORTUGAL"}]},{"ORCID":"https:\/\/orcid.org\/0009-0003-0572-637X","authenticated-orcid":false,"given":"Sara","family":"Matos","sequence":"additional","affiliation":[{"name":"Escola Secund\u00e1ria Jos\u00e9 Gomes Ferreira, Lisbon, PORTUGAL"}]}],"member":"24457","reference":[{"key":"397868","doi-asserted-by":"crossref","unstructured":"Blum, W., & Niss, M. (1991). Applied mathematical problem-solving, modelling, applications, and links to other subjects: State, trends and issues in mathematics instruction. Educational Studies in Mathematics, 22, 37-68. https:\/\/doi.org\/10.1007\/BF00302716","DOI":"10.1007\/BF00302716"},{"key":"397869","unstructured":"Bruder, R. (2016). Role of heuristics for problem-solving. In P. Liljedahl, M. Santos-Trigo, U. Malaspina, & R. Bruder (Eds.), Problem-solving in mathematics education (pp. 2-6). Springer."},{"key":"397870","doi-asserted-by":"crossref","unstructured":"Chapman, O. (2006). Classroom practices for context of mathematics word problems. Educational Studies in Mathematics, 62, 211-230. https:\/\/doi.org\/10.1007\/s10649-006-7834-1","DOI":"10.1007\/s10649-006-7834-1"},{"key":"397871","doi-asserted-by":"crossref","unstructured":"Christiansen, B., Howson, A. G., & Otte, M. (1986). Perspectives on mathematics education. In B. Christiansen, & G. Walther (Eds.), Task and activity (pp. 243-307). 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