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This paper is the first part of a qualitative study whose objective is to analyze how aspects of problem solving are addressed in dissemination documents of the Chilean curriculum. This one was chosen because of its high prescriptive level (Oliva, 2017), but that nevertheless is found in the lowest tertile of the PISA results (Pineiro, Castro-Rodriguez, y Castro, 2016). It is worth asking then, what role does the resolution of problems play in these supporting documents? Our theoretical framework considers the definition of problem solving of the NCTM (2003), the conceptions about its use in the teaching of mathematics by Schroeder & Lester (1989), the classification of types of problems proposed by Zhu & Fan (2006) and contributions about solving problems in the curriculum by Stacey (2005), Leon et al. (2016) and Pineiro et al. (2016). As a result of this first part, a system of categories has been developed.

Primer avance de un estudio sobre el rol de la resolución de problemas en los materiales de diseminación del currículo chileno