<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0104-4060</journal-id>
<journal-title><![CDATA[Educar em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Rev.]]></abbrev-journal-title>
<issn>0104-4060</issn>
<publisher>
<publisher-name><![CDATA[Setor de Educação da Universidade Federal do Paraná]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0104-40602011000400006</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A escrita do problema e sua resolução: o entendimento intuitivo acerca da combinatória]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Correa]]></surname>
<given-names><![CDATA[Jane]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Oliveira]]></surname>
<given-names><![CDATA[Gisele]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A06">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro Instituto de Psicologia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2011</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2011</year>
</pub-date>
<numero>numeroespecial</numero>
<fpage>77</fpage>
<lpage>91</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0104-40602011000400006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0104-40602011000400006&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0104-40602011000400006&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Este trabalho pretende examinar a relação entre a escrita e a resolução de problemas envolvendo a noção de combinatória. Foram analisadas a dificuldade relativa que os problemas apresentariam para os estudantes e a influência que a descrição dos valores das variáveis no enunciado do problema traria para sua resolução. Foram apresentadas a 279 estudantes do 5º ao 9º ano do Ensino Fundamental listas com cinco problemas diferentes envolvendo o raciocínio de combinatória (produto cartesiano, combinação, arranjo e permutação) para serem resolvidas individualmente em sala de aula. Estes problemas foram apresentados sob duas formas: a) incluindo a descrição dos valores das variáveis descritas na situação narrada no problema; e b) com o enunciado tradicional, constando apenas o número de valores das variáveis. A modificação na escrita do texto dos problemas por meio da especificação dos valores das variáveis da situação-problema influenciou o sucesso da resolução dependendo da noção de combinatória envolvida no enredo do problema. A variação no enunciado não produziu qualquer efeito facilitador para problemas considerados muito fáceis (produto de medidas) ou difícil demais para os estudantes (permutação). No caso dos problemas combinação e arranjo, cuja resolução foi influenciada pela escrita do enunciado, a declaração dos valores das variáveis no texto do problema pode se tornar uma estratégia didática produtiva para o desenvolvimento do raciocínio combinatório em crianças e adolescentes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[This paper intends to examine the relationship between writing and solving combinatorial problems. We analyzed the relative difficulty of various combinatorial problems and the influence that the description of the variable values in the text of the problems would have on their resolution. Two hundred and seventy nine 5th to 9th graders were presented with five different combinatorial problems (Cartesian product, combination, arrangement and permutation) to be solved individually in the classroom. These problems were presented in two forms: a) including the description of the variable values in the text of the problems and b) the traditional combinatorial word problem. The change in the text of the problems influenced the success of their resolution depending on the combinatorial concept involved in the word problem. The variation in the text problem had no effect on the resolution of problems considered too easy (Cartesian product) or too difficult (permutation) by the students. In the case of the combination and arrangement problems, whose resolution was influenced by the change in the problem text, the declaration of the variable values in the text of the problem might become a productive teaching strategy for the development of combinatorial reasoning for children and adolescents.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Resolução de Problemas]]></kwd>
<kwd lng="pt"><![CDATA[Raciocínio Multiplicativo]]></kwd>
<kwd lng="pt"><![CDATA[Raciocínio Combinatório]]></kwd>
<kwd lng="en"><![CDATA[Problems Resolution]]></kwd>
<kwd lng="en"><![CDATA[Multiplicative Reasoning]]></kwd>
<kwd lng="en"><![CDATA[Combinatorial Reasoning]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[ <font face="Arial, Helvetica, sans-serif"> <h2>A escrita do problema e sua resolu&ccedil;&atilde;o: o entendimento intuitivo  acerca da combinat&oacute;ria.</h2> <h3>The written text of  mathematical word problems and the success of solution: the intuitive  understanding of combinatorics.</h3>     <p>&nbsp;</p> <h4>Jane Correa, Gisele Oliveira    <br> </h4> </font>      ]]></body><back>
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