<?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>1516-7313</journal-id>
<journal-title><![CDATA[Ciência & Educação (Bauru)]]></journal-title>
<abbrev-journal-title><![CDATA[Ciência educ.]]></abbrev-journal-title>
<issn>1516-7313</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual Paulista (UNESP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1516-73132021000100203</article-id>
<article-id pub-id-type="doi">10.1590/1516-731320210004</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Relações entre a Compreensão de Leitura, Resolução de Problemas de Raciocínio Quantitativo e Funções Executivas]]></article-title>
<article-title xml:lang="en"><![CDATA[Relations Between Reading Comprehension, Quantitative Reasoning Problem Solving and Executive Functions]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Assis]]></surname>
<given-names><![CDATA[Évelin Fulginiti de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Nogues]]></surname>
<given-names><![CDATA[Camila Peres]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corso]]></surname>
<given-names><![CDATA[Luciana Vellinho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Dorneles]]></surname>
<given-names><![CDATA[Beatriz Vargas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Corso]]></surname>
<given-names><![CDATA[Helena Vellinho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul (UFRGS) Programa de Pós-Graduação em Educação ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio Grande do Sul (UFRGS) Faculdade de Educação, Departamento de Estudos Especializados ]]></institution>
<addr-line><![CDATA[Porto Alegre RS]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>27</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1516-73132021000100203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1516-73132021000100203&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1516-73132021000100203&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Esta pesquisa teve como objetivo verificar as relações entre o desempenho em tarefas de resolução de problemas de raciocínio quantitativo, de leitura e de funções executivas em alunos de quinto ano do Ensino Fundamental. Além disso, foi verificada a presença do efeito de consistência, relacionado à concordância entre a linguagem do enunciado e a operação a ser utilizada nos problemas matemáticos. Os resultados evidenciaram relações (correlação de Spearman) entre as tarefas de: resolução de problemas, reconhecimento de palavras e compreensão de leitura, apontando para o importante papel da realização de inferências. Também foram encontradas correlações significativas entre as medidas de funções executivas, de compreensão de leitura e de resolução de problemas, com destaque para a memória de trabalho. O efeito de consistência foi encontrado (comparação de Wilcoxon), demonstrando que problemas cuja linguagem é consistente com a operação envolvida são mais fáceis de resolver do que os de linguagem inconsistente.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This research aimed to verify the relations between the performance of 5th graders in tasks of quantitative reasoning problem solving, reading and executive functions. Furthermore, the presence of the consistency effect was verified, which relates to the agreement between the wording of the mathematical problem and the operation required to solve it. The results evidenced relations (Spearman correlation) between the following tasks: problem solving, word recognition and reading comprehension, thus indicating the important role of inferences. Significant correlations were also demonstrated between measures of executive functions, reading comprehension and problem solving, with an emphasis on working memory. The consistency effect was found (Wilcoxon comparison), showing that problems in which language is consistent with the operation involved are easier to solve than problems with inconsistent language.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino fundamental]]></kwd>
<kwd lng="pt"><![CDATA[Resolução de problemas]]></kwd>
<kwd lng="pt"><![CDATA[Raciocínio lógico matemático]]></kwd>
<kwd lng="pt"><![CDATA[Leitura compreensiva]]></kwd>
<kwd lng="pt"><![CDATA[Consistência cognitiva]]></kwd>
<kwd lng="en"><![CDATA[Elementary school]]></kwd>
<kwd lng="en"><![CDATA[Problem solving]]></kwd>
<kwd lng="en"><![CDATA[Mathematical logical reasoning]]></kwd>
<kwd lng="en"><![CDATA[Comprehensive reading]]></kwd>
<kwd lng="en"><![CDATA[Cognitive consistency.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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