<?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>2526-6136</journal-id>
<journal-title><![CDATA[Educação Matemática Debate]]></journal-title>
<abbrev-journal-title><![CDATA[Ed. Mat. Deb.]]></abbrev-journal-title>
<issn>2526-6136</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual de Montes Claros]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-61362025000100112</article-id>
<article-id pub-id-type="doi">10.46551/emd.v9n16a13</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Resolução de um problema de medidas de tendência central: análise das estratégias e dificuldades de alunos do 1º ano do Ensino Médio]]></article-title>
<article-title xml:lang="en"><![CDATA[Analysis of problem solving of measures of central tendency of 1st year High School students]]></article-title>
<article-title xml:lang="es"><![CDATA[Resolución de un problema de medidas de tendencia central: análisis de estrategias y dificultades de estudiantes de 1er año de Secundaria]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sousa]]></surname>
<given-names><![CDATA[Amanda Cristina de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Proença]]></surname>
<given-names><![CDATA[Marcelo Carlos de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[Sarandi PR]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade Estadual Maringá  ]]></institution>
<addr-line><![CDATA[Maringá PR]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>9</volume>
<numero>16</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-61362025000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-61362025000100112&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-61362025000100112&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O objetivo da pesquisa foi identificar as estratégias e dificuldades dos alunos do 1º ano do Ensino Médio de uma escola pública em um ensino na abordagem da resolução de problemas. Utilizou-se a sequência de ações proposta por Proença (2018) para conduzir a aula: escolha do problema, introdução, auxílio durante a resolução, discussão das estratégias e articulação das estratégias ao conteúdo. As dificuldades foram avaliadas conforme as etapas de resolução descritas por Proença (2018): representação, planejamento, execução e monitoramento. Foram identificadas três estratégias diferentes: diagrama de árvore, conceito matemático e tentativa e erro, sendo a última a mais frequente. As principais dificuldades ocorreram na etapa de planejamento, sendo que apenas dois grupos apresentaram abordagens inadequadas para o contexto do problema.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The objective of the research was to identify the strategies and difficulties of first-year high school students at a public school in teaching using the Problem-Solving approach. We used the sequence of actions proposed by Proença (2018) to conduct the class: choosing the problem, introduction, aid during resolution, discussion of strategies and articulation of strategies to content. Difficulties were assessed according to the resolution stages described by Proença (2018): representation, planning, execution and monitoring. We identified three different strategies: tree diagram, mathematical concept and guess and error, the latter being the most frequent. The main difficulties occurred in the planning stage, with only two groups presenting inappropriate approaches for the context of the problem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El objetivo de la investigación fue identificar las estrategias y dificultades de los alumnos de primer año de secundaria de una escuela pública en la enseñanza con el enfoque de Resolución de Problemas. Se utilizó la secuencia de acciones propuesta por Proença (2018): elección del problema, introducción, asistencia durante la resolución, discusión de estrategias y articulación de estrategias al contenido. Las dificultades se evaluaron según las etapas de resolución descritas por Proença (2018): representación, planificación, ejecución y seguimiento. Se identificaron tres estrategias diferentes: diagrama de árbol, concepto matemático y ensayo y error, siendo esta última la más frecuente. Las principales dificultades se presentaron en la etapa de planificación, pues solo dos grupos presentaron enfoques inadecuados para el contexto del problema.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Resolução de Problemas]]></kwd>
<kwd lng="pt"><![CDATA[Estatística]]></kwd>
<kwd lng="pt"><![CDATA[Medida de Tendência Central]]></kwd>
<kwd lng="en"><![CDATA[Problem Solving]]></kwd>
<kwd lng="en"><![CDATA[Statistics]]></kwd>
<kwd lng="en"><![CDATA[Measure of Central Tendency]]></kwd>
<kwd lng="es"><![CDATA[Resolución de Problemas]]></kwd>
<kwd lng="es"><![CDATA[Estadísticas]]></kwd>
<kwd lng="es"><![CDATA[Medida de Tendencia Central]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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