Indicios verbales en los PAEV aditivos planteados por estudiantes para maestro

We herein present a study conducted on future teachers about their perception of verbal cues and the use they make of them when approaching additive word problems. In the problems posed by 128 students of the Degree in Primary School Education we analyse the following: (a) the way the students use verbal cues when approaching additive word problems; (b) their evaluation of the
relationship between the verbal cues and the operation needed to solve this type of problems; and (c) whether the problems the students pose and the arguments they offer as justification are coherent. We conclude that most of the students pose problems that do not require a deep comprehension of the problem statement and are essentially constructed upon the use of verbal
cues. As a conclusion of the study we argue upon the importance of modifying the role of verbal cues in the education of teachers.