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This paper aims to characterize the strategies that university students use in an intercultural context when solving algebraic problems, previous to the formal instruction of the linear equations topic in this educational level. The research adopts a conceptual framework; defining strategies (reflexive and unreflective), problems and algebraic problems. This is a five-case study. We used written questionnaires which raised five algebraic problems and recorded audio interviews for collecting data. The results indicate that students use seven reflexive strategies (for example, they support on known facts and generate relationships, make backward work, among others) and an unreflective strategy, some of which have been identified in other researches. The results obtained invite to incorporate some of the students' personal strategies during formal instruction in the Mathematics classroom as a way of practicing the interculturality and encouraging students’ participation in the classroom.

Estrategias en la resolución de problemas algebraicos en un contexto intercultural en el nivel superior