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Objective. Identify how children in a rural context, after applying the strategy, build their multiplicative thinking. Method. The qualitative research had an instrument to collect information by applying a questionnaire to students in the 4th grade of primary school, from a post-primary institution in the rural sector. Conclusions. The qualitative analysis performed on the information obtained, allowed us to conclude that posing and solving contextualized problem situations close to the knowledge of children, enhances the level of understanding of the different meanings of arithmetic multiplication. In the same way, that the formulation of realistic problem situations is enriched by the use of interconnected concepts, representations and procedures, while facilitating the gradual transition from the concrete to the graphic and, subsequently, to the symbolic

La tienda didáctica : una estrategia para promover la resolución de problemas con estructura multiplicativa en 4º grado de básica primaria.